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Associative and commutative properties of addition with negatives

https://www.youtube.com/watch?v=uHWDJHerbGQ

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en

WEBVTT Kind: captions Language: en 00:00:00.360 --> 00:00:01.860 - [Instructor] What we're going to do in this video 00:00:01.860 --> 00:00:05.160 is evaluate this pretty hairy expression 00:00:05.160 --> 00:00:06.810 and we could just try to do it. 00:00:06.810 --> 00:00:09.030 We could go from left to right, 00:00:09.030 --> 00:00:11.970 but it feels like there might be a simpler way to do it. 00:00:11.970 --> 00:00:15.840 I'm adding 13 here and then I'm subtracting 13. 00:00:15.840 --> 00:00:17.910 I'm, I have a negative five here 00:00:17.910 --> 00:00:19.560 and then I have a positive five. 00:00:19.560 --> 00:00:20.497 You might be tempted to say, 00:00:20.497 --> 00:00:22.770 "Well, maybe I could change the order of, 00:00:22.770 --> 00:00:24.990 that I'm adding and subtracting things." 00:00:24.990 --> 00:00:27.090 Well, if we were just adding a bunch of numbers 00:00:27.090 --> 00:00:28.500 you could change the order. 00:00:28.500 --> 00:00:33.500 For example, we know that nine plus seven is equal to 16, 00:00:33.930 --> 00:00:35.280 and if I just change the order 00:00:35.280 --> 00:00:37.164 the commutative property tells us, 00:00:37.164 --> 00:00:39.750 well, seven plus nine, it applies to addition. 00:00:39.750 --> 00:00:43.080 If I swap the order here it's still going to be equal to 16, 00:00:43.080 --> 00:00:45.870 but that's not true if I do nine minus seven 00:00:45.870 --> 00:00:47.100 or seven minus nine. 00:00:47.100 --> 00:00:49.800 If I change the order, I'm not getting the same result. 00:00:49.800 --> 00:00:53.490 The commutative property does not apply to subtraction. 00:00:53.490 --> 00:00:55.800 This top expression is positive two. 00:00:55.800 --> 00:00:58.080 This bottom expression is negative two. 00:00:58.080 --> 00:01:00.510 So I can't just use the commutative property here 00:01:00.510 --> 00:01:03.450 to change the order with which I'm adding and subtracting 00:01:03.450 --> 00:01:05.760 because I have subtraction here. 00:01:05.760 --> 00:01:08.340 But what if I could rewrite this expression, 00:01:08.340 --> 00:01:11.497 so it only involves addition? 00:01:11.497 --> 00:01:12.990 "How can you do that, Sal?" 00:01:12.990 --> 00:01:14.910 You are probably thinking. 00:01:14.910 --> 00:01:18.270 And the key realization is when you subtract a number 00:01:18.270 --> 00:01:21.090 it's the same thing as adding the opposite. 00:01:21.090 --> 00:01:25.620 For example, if I have six minus three, 00:01:25.620 --> 00:01:29.220 that is the same thing as adding the opposite 00:01:29.220 --> 00:01:32.370 of positive three, which is negative three. 00:01:32.370 --> 00:01:36.540 Or if I had six minus negative three, 00:01:36.540 --> 00:01:39.210 subtracting a number is the same thing 00:01:39.210 --> 00:01:42.330 as adding its opposite. 00:01:42.330 --> 00:01:44.100 So what I could do is all of these places 00:01:44.100 --> 00:01:45.750 where I'm subtracting a number, 00:01:45.750 --> 00:01:49.290 instead I could just rewrite it so I'm adding the opposite. 00:01:49.290 --> 00:01:50.460 So let me do that. 00:01:50.460 --> 00:01:54.540 So I can rewrite this expression as negative 5 plus 13. 00:01:54.540 --> 00:01:55.860 So far, I'm only adding. 00:01:55.860 --> 00:01:57.780 Here, I'm subtracting all of a sudden. 00:01:57.780 --> 00:02:00.930 Minus 21, subtracting a number. 00:02:00.930 --> 00:02:04.770 Well, I can rewrite that as adding its opposite. 00:02:04.770 --> 00:02:07.590 So subtracting, lemme just another color. 00:02:07.590 --> 00:02:10.560 Subtracting a number is the same thing 00:02:10.560 --> 00:02:13.830 as adding its opposite. 00:02:13.830 --> 00:02:15.600 All right, let me keep going. 00:02:15.600 --> 00:02:17.010 Then I'm adding a five. 00:02:17.010 --> 00:02:18.300 Remember, I'm just trying to make this, 00:02:18.300 --> 00:02:19.950 so I'm just adding a bunch of things 00:02:19.950 --> 00:02:21.840 instead of adding and subtracting. 00:02:21.840 --> 00:02:23.730 I have the plus 21. 00:02:23.730 --> 00:02:27.720 Now again, I am subtracting a number, 00:02:27.720 --> 00:02:30.660 so I can rewrite that as adding, 00:02:30.660 --> 00:02:32.430 I'm subtracting a positive 13. 00:02:32.430 --> 00:02:36.412 I can rewrite that as adding a negative 13. 00:02:36.412 --> 00:02:38.880 And then last but not least, 00:02:38.880 --> 00:02:40.800 over here I am subtracting again. 00:02:40.800 --> 00:02:44.040 I'm subtracting a number, so I can rewrite that 00:02:44.040 --> 00:02:46.740 as adding the opposite of this number. 00:02:46.740 --> 00:02:49.020 So I'm now adding positive 11. 00:02:49.020 --> 00:02:50.790 Subtracting negative 11 00:02:50.790 --> 00:02:53.238 is the same thing as adding positive 11. 00:02:53.238 --> 00:02:54.960 Now, why did I do this? 00:02:54.960 --> 00:02:56.880 Well, now I can use a commutative property. 00:02:56.880 --> 00:02:59.910 All I'm doing is I'm adding a bunch of numbers now 00:02:59.910 --> 00:03:02.795 so I can swap the order in with, with which I add. 00:03:02.795 --> 00:03:04.440 So I could now rewrite it. 00:03:04.440 --> 00:03:07.320 Let's see, I have a negative five, 00:03:07.320 --> 00:03:11.610 and now let me add this positive five next. 00:03:11.610 --> 00:03:15.360 So add the positive five, and then I have, 00:03:15.360 --> 00:03:18.723 I'm adding a positive 13, 00:03:20.070 --> 00:03:24.033 and to that I can add the negative 13. 00:03:25.080 --> 00:03:27.270 Remember, the only reason why I can now swap the order 00:03:27.270 --> 00:03:29.753 is 'cause I'm only adding a bunch of integers. 00:03:29.753 --> 00:03:34.753 Next, I have this negative 21. 00:03:35.430 --> 00:03:37.020 So let me circle that. 00:03:37.020 --> 00:03:42.020 I'm adding a negative 21, adding negative 21, 00:03:42.210 --> 00:03:45.150 and then I could add the positive 21, 00:03:45.150 --> 00:03:48.033 which is right over there. 00:03:48.930 --> 00:03:52.170 And then last but not least, I add 11. 00:03:52.170 --> 00:03:54.446 Now, why was all of this super useful? 00:03:54.446 --> 00:03:56.280 Well, now look what happens. 00:03:56.280 --> 00:03:58.380 Things start to simplify a lot. 00:03:58.380 --> 00:04:00.540 Not only when I'm doing addition 00:04:00.540 --> 00:04:03.810 can I use a commutative property, can I change the order, 00:04:03.810 --> 00:04:06.840 but I can also use the associative property very easily. 00:04:06.840 --> 00:04:08.490 So I could start to say, all right, 00:04:08.490 --> 00:04:12.330 let me add these two first and I could also add these two. 00:04:12.330 --> 00:04:14.430 I can pair these up, and that's useful 00:04:14.430 --> 00:04:16.140 because these cancel out with each other. 00:04:16.140 --> 00:04:17.430 They're opposites. 00:04:17.430 --> 00:04:20.640 If I take a negative five plus a positive five, 00:04:20.640 --> 00:04:21.900 that's a zero. 00:04:21.900 --> 00:04:25.890 A 13 plus a negative 13, that's a zero. 00:04:25.890 --> 00:04:29.370 A negative 21 plus 21, that's a zero. 00:04:29.370 --> 00:04:31.080 And so what am I left with? 00:04:31.080 --> 00:04:36.080 I am just left with a positive 11. 00:04:36.510 --> 00:04:39.870 So hopefully you see that if I can rewrite subtraction 00:04:39.870 --> 00:04:42.510 as adding the opposite, I can now use the commutative 00:04:42.510 --> 00:04:45.570 and the associative properties to really simplify things 00:04:45.570 --> 00:04:47.010 which is really useful the rest 00:04:47.010 --> 00:04:48.810 of your mathematical careers. 00:04:48.810 --> 00:04:50.257 I encourage you in your own time, 00:04:50.257 --> 00:04:53.190 go left to right with this original expression 00:04:53.190 --> 00:04:55.920 and you'll see that you get this exact same result. 00:04:55.920 --> 00:04:58.570 It's just going to actually take you a lot more time.

Graphing negative number addition and subtraction expressions

https://www.youtube.com/watch?v=LwUMnbV303k

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https://www.youtube.com/api/timedtext?v=LwUMnbV303k&ei=n1WUZb3bH5KPp-oP4tWduA4&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245263&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=5E7C3D4463D676E9B5A458F28717E4AA0A8DD83E.8AA2BF9658488D931F52D93845533FCD164E20BA&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.150 --> 00:00:01.470 - [Instructor] In this video, we're going to add 00:00:01.470 --> 00:00:04.830 and subtract negative numbers on a number line, 00:00:04.830 --> 00:00:07.110 and the important thing to realize is, 00:00:07.110 --> 00:00:10.440 if you are adding a positive number, 00:00:10.440 --> 00:00:12.600 you start at some point on the number line 00:00:12.600 --> 00:00:16.380 and you move that many units to the right. 00:00:16.380 --> 00:00:18.780 If you are adding a negative number, 00:00:18.780 --> 00:00:20.850 you start at wherever you're starting 00:00:20.850 --> 00:00:22.980 and then you move that many units to the left, 00:00:22.980 --> 00:00:25.560 whatever the absolute value of that negative number is, 00:00:25.560 --> 00:00:27.840 and if you're subtracting either of them, 00:00:27.840 --> 00:00:29.580 you do the opposite, 00:00:29.580 --> 00:00:31.800 so we're going to see a few examples of that. 00:00:31.800 --> 00:00:33.390 So let's start with this first example, 00:00:33.390 --> 00:00:35.820 negative 10 plus negative six. 00:00:35.820 --> 00:00:38.400 So we're going to start at negative 10 right over here, 00:00:38.400 --> 00:00:40.320 so let's look at that on the number line. 00:00:40.320 --> 00:00:42.840 That's negative 10 right over there. 00:00:42.840 --> 00:00:44.490 We're gonna start over there, 00:00:44.490 --> 00:00:47.430 and then we are adding positive six. 00:00:47.430 --> 00:00:48.690 So what do we do? 00:00:48.690 --> 00:00:51.750 Well we start here, and as I mentioned, 00:00:51.750 --> 00:00:54.570 we're going to go six units to the right 00:00:54.570 --> 00:00:55.980 because it's a positive six, 00:00:55.980 --> 00:01:00.450 so one, two, three, four, five, six. 00:01:00.450 --> 00:01:04.410 So we're going to go right over there. 00:01:04.410 --> 00:01:07.440 We started at the negative 10, 00:01:07.440 --> 00:01:09.180 and since we're adding positive six, 00:01:09.180 --> 00:01:11.310 we go six units to the right, 00:01:11.310 --> 00:01:15.660 and we end up right over here at negative four, 00:01:15.660 --> 00:01:18.630 so this is equal to negative four. 00:01:18.630 --> 00:01:19.710 Now let's do this one. 00:01:19.710 --> 00:01:20.970 Where are we starting? 00:01:20.970 --> 00:01:23.520 We are starting at negative eight, so that's negative 10, 00:01:23.520 --> 00:01:27.990 negative nine, negative eight is right over there. 00:01:27.990 --> 00:01:31.170 Now, we're going to subtract negative two, 00:01:31.170 --> 00:01:33.000 so let's be very careful here. 00:01:33.000 --> 00:01:35.400 If we were adding negative two, 00:01:35.400 --> 00:01:39.570 we would go two units to the left, like that, 00:01:39.570 --> 00:01:41.520 but we're subtracting negative two, 00:01:41.520 --> 00:01:43.140 so we're going to do the opposite. 00:01:43.140 --> 00:01:44.130 We're going to instead, 00:01:44.130 --> 00:01:46.200 instead of going two units to the left, 00:01:46.200 --> 00:01:49.890 we're going to go two units to the right. 00:01:49.890 --> 00:01:53.160 So we're gonna go one, two units to the right, 00:01:53.160 --> 00:01:55.440 and we are going to end up right over there, 00:01:55.440 --> 00:01:58.920 so that's negative seven, negative six. 00:01:58.920 --> 00:02:01.110 So this is equal to negative six. 00:02:01.110 --> 00:02:02.850 Remember, if we were adding negative two, 00:02:02.850 --> 00:02:04.620 we would've gone two units to the left, 00:02:04.620 --> 00:02:05.580 but when you subtract, 00:02:05.580 --> 00:02:08.430 you do the opposite of what you would've otherwise done, 00:02:08.430 --> 00:02:11.010 so now we're going two units to the right, 00:02:11.010 --> 00:02:11.970 even though it's a negative two, 00:02:11.970 --> 00:02:14.340 'cause we're subtracting negative two. 00:02:14.340 --> 00:02:15.173 All right. 00:02:15.173 --> 00:02:17.880 We're starting at four in the third example. 00:02:17.880 --> 00:02:21.990 So, we're starting right over here at four, 00:02:21.990 --> 00:02:24.450 and we're adding negative seven. 00:02:24.450 --> 00:02:27.240 So, negative seven, you're just going to move 00:02:27.240 --> 00:02:29.160 the absolute value of that to the left. 00:02:29.160 --> 00:02:30.950 So the absolute value of negative seven is just seven, 00:02:30.950 --> 00:02:34.170 so you're gonna move seven units to the left, 00:02:34.170 --> 00:02:35.550 and we're not subtracting that 00:02:35.550 --> 00:02:38.250 so we're just going to just move seven units to the left. 00:02:38.250 --> 00:02:39.420 We're not gonna do the opposite of that 00:02:39.420 --> 00:02:40.740 or anything like that, 00:02:40.740 --> 00:02:42.240 so we just go seven units to the left. 00:02:42.240 --> 00:02:45.060 We're adding negative seven so one, two, 00:02:45.060 --> 00:02:47.430 three, four, five, six, seven. 00:02:47.430 --> 00:02:49.440 We end up right over here. 00:02:49.440 --> 00:02:52.260 So we have positive four minus seven. 00:02:52.260 --> 00:02:53.610 We've gone seven units to the left 00:02:53.610 --> 00:02:55.830 and now we're at, let's see, this is zero, 00:02:55.830 --> 00:02:59.130 negative one, negative two, negative three, 00:02:59.130 --> 00:03:02.490 so that is equal to negative three. 00:03:02.490 --> 00:03:04.560 Now this last one, try to do it on your own 00:03:04.560 --> 00:03:06.630 before we do it together. 00:03:06.630 --> 00:03:07.463 All right. 00:03:07.463 --> 00:03:09.150 Now some of you might be tempted to say oh, 00:03:09.150 --> 00:03:12.270 five and negative five, aren't those additive inverses? 00:03:12.270 --> 00:03:13.920 Don't those just cancel out? 00:03:13.920 --> 00:03:15.210 Well they would if you were adding. 00:03:15.210 --> 00:03:18.720 Five plus negative five is equal to zero, 00:03:18.720 --> 00:03:21.330 but here we're doing five minus negative five. 00:03:21.330 --> 00:03:23.430 So let's just do it step by step. 00:03:23.430 --> 00:03:25.710 We're starting at five. 00:03:25.710 --> 00:03:29.100 Now if we were adding negative five to that, 00:03:29.100 --> 00:03:30.930 we would go five units to the left 00:03:30.930 --> 00:03:33.240 and we would end up at zero, 00:03:33.240 --> 00:03:35.130 but we are not adding negative five. 00:03:35.130 --> 00:03:37.320 We are subtracting negative five, 00:03:37.320 --> 00:03:39.450 so instead of going five units to the left, 00:03:39.450 --> 00:03:41.700 we're going to go five units to the right, 00:03:41.700 --> 00:03:45.210 so one, two, three, four, five. 00:03:45.210 --> 00:03:47.343 We end up right over there, 00:03:48.240 --> 00:03:53.133 and so we end up at 10, and we are done.

Adding the opposite with number lines

https://www.youtube.com/watch?v=S5oBJ9aL9QQ

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en

WEBVTT Kind: captions Language: en 00:00:00.660 --> 00:00:03.060 - [Instructor] So this number lined diagram here, 00:00:03.060 --> 00:00:06.750 it looks like I'm adding or subtracting two numbers. 00:00:06.750 --> 00:00:10.020 I'm starting with what looks like a positive nine, 00:00:10.020 --> 00:00:14.370 I'm starting at zero and going nine units to the right. 00:00:14.370 --> 00:00:16.380 So that's a positive nine. 00:00:16.380 --> 00:00:18.420 And to that, it looks like 00:00:18.420 --> 00:00:20.250 I might be adding or subtracting something. 00:00:20.250 --> 00:00:22.050 And we have this arrow that starts 00:00:22.050 --> 00:00:24.000 exactly at the tip of that nine 00:00:24.000 --> 00:00:25.230 and then it goes, let's see, 00:00:25.230 --> 00:00:28.440 one, two, three, four units to the left. 00:00:28.440 --> 00:00:31.830 So I could think about this arrow right over here 00:00:31.830 --> 00:00:33.540 as just subtracting four, 00:00:33.540 --> 00:00:35.850 so it could just be nine minus four, 00:00:35.850 --> 00:00:38.010 which is of course equal to where we end up; 00:00:38.010 --> 00:00:41.760 which is equal to this five right over here. 00:00:41.760 --> 00:00:45.630 So that's one way to represent 00:00:45.630 --> 00:00:48.960 what is going on as an addition or subtraction equation. 00:00:48.960 --> 00:00:50.340 But what's another way? 00:00:50.340 --> 00:00:52.410 We could start with the nine 00:00:52.410 --> 00:00:56.220 And is there anything that we could add to the nine 00:00:56.220 --> 00:00:59.460 that would get us the same result? 00:00:59.460 --> 00:01:02.370 Well, we know when we add negative numbers, 00:01:02.370 --> 00:01:05.460 we also move that many units to the left. 00:01:05.460 --> 00:01:09.600 So you could also view this purple arrow right over here, 00:01:09.600 --> 00:01:12.420 instead of viewing it as subtracting a positive four, 00:01:12.420 --> 00:01:16.410 you could view it as adding a negative four, 00:01:16.410 --> 00:01:18.450 adding a negative four. 00:01:18.450 --> 00:01:19.830 Now, this is interesting. 00:01:19.830 --> 00:01:21.570 Because in this case, 00:01:21.570 --> 00:01:24.180 when I subtract a positive number, 00:01:24.180 --> 00:01:28.590 it's the same thing as adding the opposite of it. 00:01:28.590 --> 00:01:30.990 Now will that work the other way around? 00:01:30.990 --> 00:01:32.610 If I subtract a negative number, 00:01:32.610 --> 00:01:34.910 is that the same thing as adding the opposite? 00:01:36.150 --> 00:01:40.950 Let's say we had negative five minus negative three. 00:01:40.950 --> 00:01:42.570 What is that going to be equal to? 00:01:42.570 --> 00:01:45.210 And let's think about this with integer chips. 00:01:45.210 --> 00:01:49.260 So we could start with five negative integer chips, 00:01:49.260 --> 00:01:54.260 one, two, three, four and five. 00:01:55.290 --> 00:01:56.760 And now I'm going to take away 00:01:56.760 --> 00:01:58.980 three of those negative integer chips. 00:01:58.980 --> 00:02:01.980 So I'm gonna take away one, two, three of them. 00:02:01.980 --> 00:02:03.510 And so what am I left with? 00:02:03.510 --> 00:02:07.140 I am left over here with negative two. 00:02:07.140 --> 00:02:09.420 So if we think about it on a number line, 00:02:09.420 --> 00:02:10.710 let me do that right over here. 00:02:10.710 --> 00:02:12.273 So if I have a number line, 00:02:13.200 --> 00:02:16.920 and let's say that this is zero here 00:02:16.920 --> 00:02:21.920 and I'm gonna go negative one, two, three, four, five. 00:02:22.020 --> 00:02:23.910 So negative five, 00:02:23.910 --> 00:02:25.860 so this negative five right over here, 00:02:25.860 --> 00:02:28.380 I can represent, I can start at zero, 00:02:28.380 --> 00:02:31.530 and I could go five units to the left. 00:02:31.530 --> 00:02:34.410 And I know when I subtract negative three, 00:02:34.410 --> 00:02:36.570 I'm gonna end up at negative two. 00:02:36.570 --> 00:02:39.060 So I know I'm gonna end up, 00:02:39.060 --> 00:02:40.890 I'm gonna end up, I'll do this in a different color. 00:02:40.890 --> 00:02:43.260 I'm gonna end up right over here. 00:02:43.260 --> 00:02:45.859 So subtracting negative three needs to be 00:02:45.859 --> 00:02:50.790 the same thing as moving three units to the right. 00:02:50.790 --> 00:02:52.440 If I was adding negative three, 00:02:52.440 --> 00:02:53.520 I'd go three units to the left. 00:02:53.520 --> 00:02:55.740 But subtracting negative three must be 00:02:55.740 --> 00:02:58.440 the same thing as going three units to the right. 00:02:58.440 --> 00:02:59.790 Well, what also is the same thing 00:02:59.790 --> 00:03:01.710 as going three units to the right? 00:03:01.710 --> 00:03:03.960 Well that's the same thing as adding three. 00:03:03.960 --> 00:03:06.870 So this is going to be the same thing. 00:03:06.870 --> 00:03:09.360 So negative five minus negative three 00:03:09.360 --> 00:03:13.890 is actually the same thing as negative five plus three. 00:03:13.890 --> 00:03:15.753 This purple arrow right over here, 00:03:16.860 --> 00:03:20.970 you could view it as subtracting negative three 00:03:20.970 --> 00:03:22.080 or you could view it 00:03:22.080 --> 00:03:25.560 as adding the opposite of negative three. 00:03:25.560 --> 00:03:28.170 So it looks like when you subtract a number 00:03:28.170 --> 00:03:30.870 it's the same thing as adding the opposite. 00:03:30.870 --> 00:03:32.940 When you subtract a number 00:03:32.940 --> 00:03:37.110 it's the same thing as adding the opposite. 00:03:37.110 --> 00:03:38.790 Now that's really useful, 00:03:38.790 --> 00:03:41.370 because now we can even think about doing things 00:03:41.370 --> 00:03:43.980 with things that aren't even integers. 00:03:43.980 --> 00:03:46.470 We can start thinking about just rational numbers. 00:03:46.470 --> 00:03:49.110 For example, negative fractions. 00:03:49.110 --> 00:03:51.630 So if we take that principle we just came up with, 00:03:51.630 --> 00:03:52.463 and if we say, okay, 00:03:52.463 --> 00:03:57.120 well what's three minus negative two fifths? 00:03:57.120 --> 00:03:59.940 Well, if we take that principle that subtracting a number 00:03:59.940 --> 00:04:04.230 is the same thing as adding its opposite. 00:04:04.230 --> 00:04:07.050 subtracting negative two fifths is the same thing 00:04:07.050 --> 00:04:09.450 as adding the opposite of negative two fifths. 00:04:09.450 --> 00:04:12.060 So it's adding two fives. 00:04:12.060 --> 00:04:14.490 Well, we have seen this type of thing before 00:04:14.490 --> 00:04:15.940 and we could even do that on a number line. 00:04:15.940 --> 00:04:17.703 Lemme do that right over here. 00:04:18.660 --> 00:04:21.900 So, let's say that this is 00:04:21.900 --> 00:04:23.520 zero, 00:04:23.520 --> 00:04:24.750 one, 00:04:24.750 --> 00:04:26.340 two, 00:04:26.340 --> 00:04:27.173 three, 00:04:28.110 --> 00:04:30.750 four and five. 00:04:30.750 --> 00:04:35.160 So we're starting here with a three in either case. 00:04:35.160 --> 00:04:37.983 So that's three units to the right, a positive three. 00:04:38.940 --> 00:04:41.160 And so subtracting a negative two-fifths, 00:04:41.160 --> 00:04:43.980 we're saying is the same thing as adding two-fifths. 00:04:43.980 --> 00:04:45.472 So adding two-fifths, 00:04:45.472 --> 00:04:48.510 we are just moving two-fifths to the right. 00:04:48.510 --> 00:04:50.430 So it's one-fifth and two-fifths. 00:04:50.430 --> 00:04:52.950 So we're just going to do that. 00:04:52.950 --> 00:04:55.412 Subtracting a number is the same thing 00:04:55.412 --> 00:04:57.063 as adding its opposite.

Adding with integer chips

https://www.youtube.com/watch?v=BqfDKV0gPRE

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https://www.youtube.com/api/timedtext?v=BqfDKV0gPRE&ei=n1WUZdqgI-iXhcIPhsC1mAk&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245263&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=CEF97386D329234F336CAE2C87B02BE965DA4505.5FE7E832671A1F44238B5C6BB582D02F66A45C33&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.180 --> 00:00:01.803 - [Instructor] Let's say I wanted to figure out 00:00:01.803 --> 00:00:06.360 what negative two plus negative four is equal to. 00:00:06.360 --> 00:00:08.580 There are a bunch of ways of thinking about them, 00:00:08.580 --> 00:00:10.050 but what we're gonna do in this video is 00:00:10.050 --> 00:00:13.320 think about it using something called integer chips. 00:00:13.320 --> 00:00:14.610 So with integer chips 00:00:14.610 --> 00:00:17.370 if I have a chip that looks like this, 00:00:17.370 --> 00:00:20.336 a positive sign with a circle around it, 00:00:20.336 --> 00:00:23.118 that is equal to a positive one. 00:00:23.118 --> 00:00:25.264 And if I have a negative sign 00:00:25.264 --> 00:00:27.930 with a circle around it, that's a negative integer chip 00:00:27.930 --> 00:00:29.580 and that's equal to negative one. 00:00:29.580 --> 00:00:32.820 And of course if I have exactly one positive integer chip 00:00:32.820 --> 00:00:35.640 and one negative integer chip, 00:00:35.640 --> 00:00:37.590 well then they're going to cancel out 00:00:37.590 --> 00:00:40.740 because positive one plus negative one is 00:00:40.740 --> 00:00:42.630 of course equal to zero. 00:00:42.630 --> 00:00:44.490 So let's use that to figure out this 00:00:44.490 --> 00:00:46.320 and several other problems. 00:00:46.320 --> 00:00:47.760 So negative two, 00:00:47.760 --> 00:00:50.430 how could I represent that with integer chips? 00:00:50.430 --> 00:00:51.570 Well, that's going to be two 00:00:51.570 --> 00:00:53.190 of these negative integer chips. 00:00:53.190 --> 00:00:56.010 So negative one and then negative two. 00:00:56.010 --> 00:00:58.290 And then negative four is going to be four 00:00:58.290 --> 00:00:59.790 of these negative integer chips. 00:00:59.790 --> 00:01:02.400 So negative one, negative two, 00:01:02.400 --> 00:01:05.100 negative three, and negative four. 00:01:05.100 --> 00:01:08.760 So now how many total negative integer chips do I have? 00:01:08.760 --> 00:01:11.700 I have 1, 2, 3, 4, 5, 6. 00:01:11.700 --> 00:01:14.040 So that's going to be six negative integer chips 00:01:14.040 --> 00:01:16.530 or negative six. 00:01:16.530 --> 00:01:18.360 Let's do another example. 00:01:18.360 --> 00:01:23.130 Let's say I now have positive seven plus negative six. 00:01:23.130 --> 00:01:25.410 How can I represent this with integer chips? 00:01:25.410 --> 00:01:27.930 Pause this video and think about it. 00:01:27.930 --> 00:01:29.220 Well, positive seven, 00:01:29.220 --> 00:01:30.780 you could view that as seven 00:01:30.780 --> 00:01:32.940 of these positive integer chips. 00:01:32.940 --> 00:01:37.940 So 1, 2, 3, 4, 5, 6, and 7. 00:01:41.490 --> 00:01:43.950 And then negative six, you can represent that 00:01:43.950 --> 00:01:46.950 as six of these negative integer chips. 00:01:46.950 --> 00:01:50.413 So we have negative one, negative two, negative three 00:01:50.413 --> 00:01:54.570 negative four, negative five, and negative six. 00:01:54.570 --> 00:01:57.510 Now we can use the fact that every positive integer, 00:01:57.510 --> 00:01:59.940 if you have a positive and a negative integer chip, 00:01:59.940 --> 00:02:01.650 well positive one plus negative one 00:02:01.650 --> 00:02:03.360 is going to be equal to zero, so they cancel out. 00:02:03.360 --> 00:02:04.530 So those cancel. 00:02:04.530 --> 00:02:05.670 Those also add up to zero. 00:02:05.670 --> 00:02:07.830 Those also add up to zero. Those also add up to zero. 00:02:07.830 --> 00:02:09.870 Those add up to zero. Those add up to zero. 00:02:09.870 --> 00:02:13.650 So you have a bunch of zeros and then a positive one. 00:02:13.650 --> 00:02:16.320 So all you're left with is a positive one here, 00:02:16.320 --> 00:02:19.350 so that's going to be equal to one. 00:02:19.350 --> 00:02:21.120 Let's do another example. 00:02:21.120 --> 00:02:23.580 It's really helpful to see these different scenarios. 00:02:23.580 --> 00:02:26.040 Negative five plus five, 00:02:26.040 --> 00:02:27.690 you might already suspect what that is. 00:02:27.690 --> 00:02:28.650 And pause that video. 00:02:28.650 --> 00:02:31.530 Actually try to represent it with integer chips. 00:02:31.530 --> 00:02:32.850 Well, negative five, 00:02:32.850 --> 00:02:36.780 that's five of these negative integer chips. 00:02:36.780 --> 00:02:39.000 So that's five right there. 00:02:39.000 --> 00:02:39.990 And then positive five 00:02:39.990 --> 00:02:44.990 would be five of the positive integer chips, 1, 2, 3, 4, 5. 00:02:46.740 --> 00:02:48.175 And what's going to happen here? 00:02:48.175 --> 00:02:49.980 Well, those add up to zero. 00:02:49.980 --> 00:02:52.320 Those add up to zero. Those add up to zero. 00:02:52.320 --> 00:02:54.330 Those add up to zero. Those add up to zero. 00:02:54.330 --> 00:02:55.855 So you're just adding a bunch of zeros, 00:02:55.855 --> 00:03:00.480 which is of course going to give you a big zero. 00:03:00.480 --> 00:03:01.794 Last but not least, 00:03:01.794 --> 00:03:06.510 let's add three and negative eight. 00:03:06.510 --> 00:03:09.930 And let's represent that again with integer chips. 00:03:09.930 --> 00:03:14.930 So positive three is 1, 2, 3, positive integer chips. 00:03:16.230 --> 00:03:18.480 Negative eight is, let's see, 00:03:18.480 --> 00:03:23.480 1, 2, 3, 4, 5, 6, 7, 8 00:03:24.780 --> 00:03:27.450 of these negative integer chips. 00:03:27.450 --> 00:03:30.150 And these cancel. 00:03:30.150 --> 00:03:31.950 These cancel, lemme scratch that out a little bit better. 00:03:31.950 --> 00:03:34.830 Those cancel, those cancel, and those cancel. 00:03:34.830 --> 00:03:36.540 So you have zero plus zero plus zero 00:03:36.540 --> 00:03:38.310 plus, what do you have left over? 00:03:38.310 --> 00:03:40.620 Five of these negative integer chips. 00:03:40.620 --> 00:03:42.120 Five negative integer chips 00:03:42.120 --> 00:03:44.700 that's going to be equal to negative five. 00:03:44.700 --> 00:03:45.533 And we're done.

Adding and subtracting fractions with negatives

https://www.youtube.com/watch?v=nhJ60MCLeCU

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https://www.youtube.com/api/timedtext?v=nhJ60MCLeCU&ei=n1WUZauOGqfnxN8P1Pir4A0&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245263&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=B56E9A50C695D8CC072C839A5F8D8217D864F95A.CF64CC2F03DB90AB3F39B3320F0ECF47B9D9A434&key=yt8&lang=en&name=Default&fmt=vtt

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WEBVTT Kind: captions Language: en 00:00:00.630 --> 00:00:01.500 - [Instructor] Let's say we wanted 00:00:01.500 --> 00:00:06.500 to figure out what 3/7 minus negative 7/3 minus 11/3 is. 00:00:11.760 --> 00:00:13.710 Pause this video and see if you can have a go at it 00:00:13.710 --> 00:00:15.003 before we do it together. 00:00:16.200 --> 00:00:19.830 All right? Now let's work on this together. 00:00:19.830 --> 00:00:22.527 And you might be tempted to deal 00:00:22.527 --> 00:00:26.010 with the negative 7/3 and the 11/3 first 00:00:26.010 --> 00:00:28.530 because they already have a common denominator. 00:00:28.530 --> 00:00:31.890 But you have to realize that subtraction, 00:00:31.890 --> 00:00:33.630 you can't use the associative property. 00:00:33.630 --> 00:00:36.330 It's not the this, for example 00:00:36.330 --> 00:00:38.190 which is what you would typically do first 00:00:38.190 --> 00:00:43.190 is not the same thing as this right over here. 00:00:43.230 --> 00:00:45.840 So you have to be very, very, very careful. 00:00:45.840 --> 00:00:48.720 But what we could do is rewrite this, instead 00:00:48.720 --> 00:00:52.020 of saying, minus something, minus something else 00:00:52.020 --> 00:00:54.000 we could rewrite it in terms of addition. 00:00:54.000 --> 00:00:54.990 What do I mean by that? 00:00:54.990 --> 00:00:57.840 Well, if I have 3/7, I'll start with that. 00:00:57.840 --> 00:01:00.150 Subtracting something is the same thing 00:01:00.150 --> 00:01:03.600 as adding that something's opposite. 00:01:03.600 --> 00:01:06.930 So subtracting negative 7/3 is the same thing 00:01:06.930 --> 00:01:10.500 as adding the opposite of negative 7/3 00:01:10.500 --> 00:01:13.110 which is just positive 7/3. 00:01:13.110 --> 00:01:16.590 And subtracting 11/3 is the same thing 00:01:16.590 --> 00:01:21.590 as adding the opposite of 11/3 which is negative 11/3. 00:01:22.710 --> 00:01:25.770 Now addition, you can use the associative property, 00:01:25.770 --> 00:01:29.610 you could add these two first 00:01:29.610 --> 00:01:32.400 or you could add these two first. 00:01:32.400 --> 00:01:33.870 And I like adding these two first 00:01:33.870 --> 00:01:36.600 because they have the same denominator. 00:01:36.600 --> 00:01:41.600 So if I have 7/3 plus negative 11/3, 00:01:41.910 --> 00:01:43.503 what is that going to get me? 00:01:44.340 --> 00:01:45.870 Well, we have a common denominator. 00:01:45.870 --> 00:01:47.040 We could rewrite it like this. 00:01:47.040 --> 00:01:51.330 3/7 plus common denominator of 3. 00:01:51.330 --> 00:01:56.070 We could write 7 plus negative 11 in the numerator. 00:01:56.070 --> 00:02:01.070 And so 7 plus negative 11 is the same thing as 7 minus 11. 00:02:01.620 --> 00:02:03.240 Because subtracting something's the same thing 00:02:03.240 --> 00:02:04.620 as adding its opposite. 00:02:04.620 --> 00:02:06.870 So if we're adding negative 11, same thing 00:02:06.870 --> 00:02:08.100 as subtracting 11. 00:02:08.100 --> 00:02:10.950 So 7 plus negative 11, you might, 00:02:10.950 --> 00:02:12.000 we could get a number line out, 00:02:12.000 --> 00:02:13.830 but hopefully you've gotten some practice now. 00:02:13.830 --> 00:02:15.960 That is going to be negative 4. 00:02:15.960 --> 00:02:17.760 That is negative 4. 00:02:17.760 --> 00:02:22.760 And so now we have 3/7 plus negative 4/3. 00:02:23.910 --> 00:02:27.630 And so now we definitely need to find a common denominator. 00:02:27.630 --> 00:02:28.463 So let me rewrite this. 00:02:28.463 --> 00:02:32.640 This is equal to 3/7 plus, lemme write this, 00:02:32.640 --> 00:02:34.200 plus negative 4. 00:02:34.200 --> 00:02:38.280 Actually yeah, this is fine plus negative 4/3. 00:02:38.280 --> 00:02:42.480 Or I could write this as even negative 4/3, either way. 00:02:42.480 --> 00:02:44.910 But if we wanna have a common denominator, 00:02:44.910 --> 00:02:47.100 it looks like 21 is going 00:02:47.100 --> 00:02:50.490 to be the least common multiple of 7 and 3. 00:02:50.490 --> 00:02:52.140 So let's rewrite each of these 00:02:52.140 --> 00:02:55.650 as something over 21, 3/7. 00:02:55.650 --> 00:02:58.080 To go from 7 to 21, you multiply by 3. 00:02:58.080 --> 00:03:00.420 So 3 times 3 is 9. 00:03:00.420 --> 00:03:03.840 And then to go from 3 to 21, we multiply by 7. 00:03:03.840 --> 00:03:07.590 So if we have negative 4 times 7, 00:03:07.590 --> 00:03:10.080 that is negative 28. 00:03:10.080 --> 00:03:11.400 And so this is going to be equal 00:03:11.400 --> 00:03:16.400 to 9 plus negative 28/21, which is, 00:03:17.920 --> 00:03:21.707 this is the same thing as 9 minus 28/21, 00:03:21.707 --> 00:03:23.850 'cause subtracting a number is the same thing 00:03:23.850 --> 00:03:25.860 as adding its opposite. 00:03:25.860 --> 00:03:30.060 And so this gets us, let's see if 9 minus 9 is 0 00:03:30.060 --> 00:03:33.180 and then we're gonna have 19 more to go below 0. 00:03:33.180 --> 00:03:36.540 So this is negative 19/21 00:03:36.540 --> 00:03:41.540 or we could write that as negative 19/21. 00:03:42.360 --> 00:03:43.953 And we are done.

Equivalent expressions with negative numbers

https://www.youtube.com/watch?v=Shvr_SgLPJo

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https://www.youtube.com/api/timedtext?v=Shvr_SgLPJo&ei=n1WUZaS-G_6ImLAPk5Oq-Ag&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245263&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=48B39DA5AFA9AFB6D30881D3F80909BBEE15AB27.418ADB472A6E8B46693A078413344554391E5645&key=yt8&lang=en&name=Default&fmt=vtt

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WEBVTT Kind: captions Language: en 00:00:00.480 --> 00:00:02.580 - [Teacher] We're asked which of the following expressions 00:00:02.580 --> 00:00:07.580 are equivalent to two minus 9.4 plus zero plus 3.71? 00:00:08.487 --> 00:00:10.980 And we need to pick two answers. 00:00:10.980 --> 00:00:11.813 So pause this video 00:00:11.813 --> 00:00:12.930 and see if you can have a go at it 00:00:12.930 --> 00:00:14.313 before we do this together. 00:00:15.810 --> 00:00:18.510 All right, now let's look through the choices. 00:00:18.510 --> 00:00:23.280 So this first choice, we have 9.4. 00:00:23.280 --> 00:00:25.740 Here we subtracted 9.4. 00:00:25.740 --> 00:00:27.510 Now when you subtract a number, 00:00:27.510 --> 00:00:31.050 you can also view it as adding its opposite. 00:00:31.050 --> 00:00:36.050 So we could rewrite this top thing as two plus negative 9.4. 00:00:37.170 --> 00:00:38.850 Notice when we subtract 9.4, 00:00:38.850 --> 00:00:42.000 that's the same thing as adding negative 9.4 00:00:42.000 --> 00:00:44.700 so we could write it this way. 00:00:44.700 --> 00:00:46.200 And when you are adding numbers, 00:00:46.200 --> 00:00:48.060 and that's actually this property 00:00:48.060 --> 00:00:50.160 or this principle that we just used, it's really useful 00:00:50.160 --> 00:00:52.200 because when you're adding numbers like this, 00:00:52.200 --> 00:00:54.900 it doesn't matter what order you add them in. 00:00:54.900 --> 00:00:56.970 When you have some subtraction involved, 00:00:56.970 --> 00:00:58.830 now all of a sudden the order does matter. 00:00:58.830 --> 00:01:00.150 But when you're adding like this, 00:01:00.150 --> 00:01:02.430 it doesn't matter the order that you are doing it with. 00:01:02.430 --> 00:01:04.530 So we can swap these numbers any way we want. 00:01:04.530 --> 00:01:05.640 We could write this, for example, 00:01:05.640 --> 00:01:10.640 as negative 9.4 plus two plus 3.71. 00:01:11.130 --> 00:01:12.150 We could ignore the zero 00:01:12.150 --> 00:01:13.560 or put that anywhere obviously. 00:01:13.560 --> 00:01:16.470 Plus zero, something like that. 00:01:16.470 --> 00:01:18.480 But what we see over here, 00:01:18.480 --> 00:01:21.360 they don't have a negative 9.4. 00:01:21.360 --> 00:01:24.210 They have a positive 9.4. 00:01:24.210 --> 00:01:27.000 So I really don't know how I can reconcile this first thing 00:01:27.000 --> 00:01:27.833 in this right over here, 00:01:27.833 --> 00:01:29.550 so I'm gonna rule that one out. 00:01:29.550 --> 00:01:32.580 Now this one over here, you have a two. 00:01:32.580 --> 00:01:34.740 We have a two there. 00:01:34.740 --> 00:01:37.800 We have a 3.71. 00:01:37.800 --> 00:01:39.300 We have a 3.71 there 00:01:39.300 --> 00:01:41.190 and both of those things are just being added. 00:01:41.190 --> 00:01:42.540 And now we have a, 00:01:42.540 --> 00:01:44.960 and now from that we are subtracting 9.4. 00:01:45.960 --> 00:01:49.500 And so here they are subtracting 9.4 00:01:49.500 --> 00:01:51.900 and it is indeed the case here, 00:01:51.900 --> 00:01:54.300 you have to be very careful with subtraction if, 00:01:55.470 --> 00:01:58.620 we wouldn't wanna make it 9.4 minus something else. 00:01:58.620 --> 00:02:01.470 But as long as we're only subtracting the 9.4, 00:02:01.470 --> 00:02:03.810 then the swapping of this order does work 00:02:03.810 --> 00:02:06.360 and you could even verify that with the numbers over here. 00:02:06.360 --> 00:02:09.990 You could do two minus 9.4 plus 3.71 00:02:09.990 --> 00:02:12.990 or you could do two plus 3.71 minus 9.4. 00:02:12.990 --> 00:02:15.000 So I like this choice. 00:02:15.000 --> 00:02:16.050 Now let's look at this one. 00:02:16.050 --> 00:02:19.470 This has 3.71, 3.71. 00:02:19.470 --> 00:02:22.020 It has the two, it has the two, 00:02:22.020 --> 00:02:24.810 and now it's adding 9.4. 00:02:24.810 --> 00:02:26.310 Now we already said we could rewrite 00:02:26.310 --> 00:02:30.240 subtracting 9.4 as adding negative 9.4, 00:02:30.240 --> 00:02:33.120 but we can't rewrite that as just adding 9.4. 00:02:33.120 --> 00:02:34.080 If this was like this, 00:02:34.080 --> 00:02:35.760 if it had a negative there, then this would work, 00:02:35.760 --> 00:02:37.080 but it's not that. 00:02:37.080 --> 00:02:39.570 And so I'm going to rule that one out 00:02:39.570 --> 00:02:42.480 and I'm guessing this one's going to work, but let's see. 00:02:42.480 --> 00:02:44.250 So this one put parentheses around it, 00:02:44.250 --> 00:02:46.890 so it's really just telling us what we want to do first. 00:02:46.890 --> 00:02:49.260 So it says first do the two minus 9.4 00:02:49.260 --> 00:02:50.880 which if you just went left to right, 00:02:50.880 --> 00:02:52.230 you would've done anyway. 00:02:52.230 --> 00:02:54.810 And then plus zero plus 3.71 00:02:54.810 --> 00:02:57.240 and zero plus 3.71, 00:02:57.240 --> 00:03:00.510 obviously that's just going to be 3.71. 00:03:00.510 --> 00:03:04.530 So of course, this does seem very reasonable to do. 00:03:04.530 --> 00:03:09.510 That you could go two minus 9.4 plus 3.71. 00:03:09.510 --> 00:03:12.900 Two minus 9.4, the zero doesn't matter here, 00:03:12.900 --> 00:03:14.430 and then plus 3.71. 00:03:14.430 --> 00:03:17.070 So I like that choice. 00:03:17.070 --> 00:03:18.320 Let's do another example. 00:03:20.310 --> 00:03:21.990 So once again, we wanna come up 00:03:21.990 --> 00:03:24.990 with an equivalent with equivalent expressions, 00:03:24.990 --> 00:03:26.880 so let's look at this one. 00:03:26.880 --> 00:03:28.410 Actually before I even look at the choices, 00:03:28.410 --> 00:03:30.480 let's just recognize that if you subtract a number, 00:03:30.480 --> 00:03:35.370 it's the same thing as adding its opposite. 00:03:35.370 --> 00:03:37.620 So for example, this could be rewritten 00:03:37.620 --> 00:03:42.150 as negative 6/5 plus 1/2 00:03:42.150 --> 00:03:45.180 plus the opposite of negative 8/5 00:03:45.180 --> 00:03:47.280 which is positive 8/5. 00:03:47.280 --> 00:03:48.510 That's another way we could rewrite it. 00:03:48.510 --> 00:03:49.830 That might be helpful. 00:03:49.830 --> 00:03:54.830 Let's see, over here we have 1/2 00:03:55.080 --> 00:03:57.090 which we see right over there. 00:03:57.090 --> 00:03:59.430 We have plus 8/5 00:03:59.430 --> 00:04:01.260 and interestingly that looks like the one that we did 00:04:01.260 --> 00:04:03.960 in the second version right over here, 00:04:03.960 --> 00:04:06.720 and then we have minus 6/5. 00:04:06.720 --> 00:04:10.170 So is minus 6/5 the same thing as this over here? 00:04:10.170 --> 00:04:11.003 Well, let's think about it. 00:04:11.003 --> 00:04:12.180 What we're really doing when we write 00:04:12.180 --> 00:04:14.400 this negative 6/5 out front, 00:04:14.400 --> 00:04:16.620 that's the same thing as, 00:04:16.620 --> 00:04:19.860 we could do that as plus negative 6/5 00:04:19.860 --> 00:04:21.990 and that's going to be the same thing 00:04:21.990 --> 00:04:23.880 as subtracting the opposite of it. 00:04:23.880 --> 00:04:25.410 Or another way of thinking about it 00:04:25.410 --> 00:04:29.520 is subtracting positive 6/5. 00:04:29.520 --> 00:04:34.520 Let me write it this way, subtracting positive 6/5. 00:04:34.620 --> 00:04:35.580 It's actually hard to tell 00:04:35.580 --> 00:04:37.260 because I put that I have, 00:04:37.260 --> 00:04:38.880 actually let me write it this way. 00:04:38.880 --> 00:04:41.460 If we just took this version 00:04:41.460 --> 00:04:44.310 and if we were to use a commutative property 00:04:44.310 --> 00:04:45.780 to swap the orders, 00:04:45.780 --> 00:04:50.190 we could write this as 1/5 plus 8/5 00:04:50.190 --> 00:04:53.670 and then plus negative 6/5. 00:04:53.670 --> 00:04:55.320 All I did is swap the order 00:04:55.320 --> 00:04:57.840 and now we know that this last part could be rewritten. 00:04:57.840 --> 00:05:00.240 So it's 1/5 plus 8/5. 00:05:00.240 --> 00:05:02.190 Instead of plus negative 6/5, 00:05:02.190 --> 00:05:04.110 that can be rewritten as negative 00:05:04.110 --> 00:05:07.530 or minus I should say, minus positive 6/5. 00:05:07.530 --> 00:05:08.520 Why can I do that? 00:05:08.520 --> 00:05:10.260 Because subtracting a number 00:05:10.260 --> 00:05:13.440 is the same thing as adding its opposite. 00:05:13.440 --> 00:05:15.210 And so all of these are equivalent 00:05:15.210 --> 00:05:16.650 and this is exactly what they have 00:05:16.650 --> 00:05:18.270 written here, this last scenario. 00:05:18.270 --> 00:05:20.820 So I like that one. 00:05:20.820 --> 00:05:25.350 Now let's see, this one has a negative 6/5 00:05:25.350 --> 00:05:28.860 and it has a plus 8/5 and a plus 1/2. 00:05:28.860 --> 00:05:30.600 So all they did is they took this version 00:05:30.600 --> 00:05:32.310 which we knew is equivalent 00:05:32.310 --> 00:05:35.250 and they swapped the order that we are doing. 00:05:35.250 --> 00:05:38.940 They actually swapped the order of the 1/2 and the 8/5. 00:05:38.940 --> 00:05:41.040 And when you're dealing with addition like this, 00:05:41.040 --> 00:05:43.780 you can move things around, the commutative property. 00:05:43.780 --> 00:05:46.770 You can do your addition in different orders 00:05:46.770 --> 00:05:47.603 and that's all they're doing. 00:05:47.603 --> 00:05:48.720 Actually this is not just commutative, 00:05:48.720 --> 00:05:49.710 this is also associative. 00:05:49.710 --> 00:05:52.110 They're literally putting that parentheses there 00:05:52.110 --> 00:05:53.550 and say hey, let's just do, 00:05:53.550 --> 00:05:56.040 and let's just do the those first two first. 00:05:56.040 --> 00:05:57.360 Let's swap these two 00:05:57.360 --> 00:05:59.550 and then of course, even if you're going left to right, 00:05:59.550 --> 00:06:01.230 you would do these first two 00:06:01.230 --> 00:06:03.090 even if the parentheses weren't there. 00:06:03.090 --> 00:06:07.260 So all of this is definitely equivalent to negative 6/5, 00:06:07.260 --> 00:06:09.090 swapping the 1/2 and the 8/5. 00:06:09.090 --> 00:06:12.030 So 8/5 plus 1/2. 00:06:12.030 --> 00:06:13.980 So I like that choice too. 00:06:13.980 --> 00:06:15.930 And so we had two choices, 00:06:15.930 --> 00:06:18.390 so these are probably not going to work 00:06:18.390 --> 00:06:20.370 and let's see why they don't real fast. 00:06:20.370 --> 00:06:22.350 They both have the negative 6/5. 00:06:22.350 --> 00:06:24.483 This has the plus 1/2, 00:06:24.483 --> 00:06:27.841 but it has minus 8/5 instead of minus negative 8/5. 00:06:27.841 --> 00:06:30.390 It could have plus 8/5 here, 00:06:30.390 --> 00:06:31.410 but not minus 8/5. 00:06:31.410 --> 00:06:33.000 So we rule that one out. 00:06:33.000 --> 00:06:35.790 Negative 6/5, and let's see. 00:06:35.790 --> 00:06:38.760 Then it's adding negative 8/5 00:06:38.760 --> 00:06:41.190 instead of subtracting negative 8/5. 00:06:41.190 --> 00:06:42.330 So I don't like that, 00:06:42.330 --> 00:06:44.670 and then it subtracts 1/2 instead of adding 1/2, 00:06:44.670 --> 00:06:48.930 so it's no good on multiple dimensions. 00:06:48.930 --> 00:06:51.540 Let's do one last example. 00:06:51.540 --> 00:06:53.430 Which of the expressions are equivalent? 00:06:53.430 --> 00:06:56.460 As always pause and see if you can figure that out. 00:06:56.460 --> 00:06:59.652 So let's see, so actually before I look at the choices, 00:06:59.652 --> 00:07:02.580 I'm gonna see if there's different ways to rewrite this. 00:07:02.580 --> 00:07:07.580 We could rewrite this as 1.7 minus 8.33. 00:07:07.920 --> 00:07:09.300 Why can I do that again? 00:07:09.300 --> 00:07:10.620 Because subtracting a number 00:07:10.620 --> 00:07:13.530 is the same thing as adding its opposite, 00:07:13.530 --> 00:07:15.930 and then I could say plus. 00:07:15.930 --> 00:07:17.860 I could write this as 8.33 00:07:19.020 --> 00:07:20.820 and if I wanted to I could even write this, 00:07:20.820 --> 00:07:23.580 instead of minus 1.95, I could even write that 00:07:23.580 --> 00:07:28.580 as plus negative 1.95 if I choose 00:07:29.070 --> 00:07:30.780 'cause once again, subtracting a number 00:07:30.780 --> 00:07:33.660 is the same thing as adding its opposite. 00:07:33.660 --> 00:07:35.670 Now I'm tempted to try to compute this 00:07:35.670 --> 00:07:37.953 because we could just, 00:07:39.090 --> 00:07:41.640 when we're doing addition like this 00:07:41.640 --> 00:07:42.840 and I could write it like this 00:07:42.840 --> 00:07:44.340 if I want everything to be addition. 00:07:44.340 --> 00:07:49.340 1.7 plus negative 8.33 00:07:49.560 --> 00:07:54.510 plus 8.33 plus negative 1.95. 00:07:54.510 --> 00:07:56.160 When everything is expressed in addition, 00:07:56.160 --> 00:07:57.810 we know that the order doesn't matter. 00:07:57.810 --> 00:07:59.580 The commutative property tells us that. 00:07:59.580 --> 00:08:02.200 And even the associative property tells us 00:08:03.210 --> 00:08:04.980 how we put the parentheses doesn't matter, 00:08:04.980 --> 00:08:06.750 and so we could actually do that first 00:08:06.750 --> 00:08:08.910 and though these two would cancel out. 00:08:08.910 --> 00:08:10.320 Actually maybe we will have to do that. 00:08:10.320 --> 00:08:11.400 That choice looks like that, 00:08:11.400 --> 00:08:13.650 but let's just go step by step. 00:08:13.650 --> 00:08:15.690 So this has 1.7 and 1.7. 00:08:15.690 --> 00:08:17.130 Let me do this in a different color. 00:08:17.130 --> 00:08:20.100 One point, that's not a different color. 00:08:20.100 --> 00:08:25.100 1.7, 1.7, they're subtracting 8.33. 00:08:27.030 --> 00:08:29.100 That's subtracting 8.33 here, 00:08:29.100 --> 00:08:32.100 so that's equivalent to this version right here. 00:08:32.100 --> 00:08:34.470 Then they're subtracting it again. 00:08:34.470 --> 00:08:36.420 No, this does not look good 00:08:36.420 --> 00:08:37.770 because even when we try to compute it, 00:08:37.770 --> 00:08:41.100 we know that these two terms will cancel out each other, 00:08:41.100 --> 00:08:43.440 so I don't like that one. 00:08:43.440 --> 00:08:45.000 Let's see, this one. 00:08:45.000 --> 00:08:48.300 If we take this one here 00:08:48.300 --> 00:08:49.980 and we were to reorder it 00:08:49.980 --> 00:08:53.910 because this is all addition of different integers here, 00:08:53.910 --> 00:08:55.200 but if we were to reorder it, 00:08:55.200 --> 00:08:59.833 we could reorder it as negative 8.33, negative 8.33, 00:09:01.230 --> 00:09:05.310 plus 8.33, plus 8.33, 00:09:05.310 --> 00:09:08.370 plus 1.7, plus 1.7, 00:09:08.370 --> 00:09:12.450 and then we have plus negative 1.95 00:09:12.450 --> 00:09:17.053 which we know we can write as minus 1.95, minus 1.95, 00:09:18.030 --> 00:09:19.320 because subtracting a number 00:09:19.320 --> 00:09:21.300 is the same thing as adding its opposite, 00:09:21.300 --> 00:09:23.190 and that's what they have here. 00:09:23.190 --> 00:09:24.210 They put these parentheses. 00:09:24.210 --> 00:09:27.540 But if you just went left to right, I should say, 00:09:27.540 --> 00:09:30.750 with this one, you're going to get the same thing. 00:09:30.750 --> 00:09:33.960 So I like that choice there. 00:09:33.960 --> 00:09:37.470 Now this choice, if you just canceled these two terms out, 00:09:37.470 --> 00:09:42.150 you're left with a 1.7 plus negative 1.95 00:09:42.150 --> 00:09:46.320 which we already know is the same thing as minus 1.95, 00:09:46.320 --> 00:09:48.540 so I like this choice as well. 00:09:48.540 --> 00:09:50.550 Now why won't this one work? 00:09:50.550 --> 00:09:52.683 Let's see, 1.95. 00:09:55.710 --> 00:09:57.300 They're trying to change the order, 00:09:57.300 --> 00:09:59.970 but you can add a negative 1.95 00:09:59.970 --> 00:10:00.960 and then put it out front. 00:10:00.960 --> 00:10:02.760 But this is a positive 1.95, 00:10:02.760 --> 00:10:05.550 so I'm already not liking this. 00:10:05.550 --> 00:10:07.110 And then they're subtracting 1.7. 00:10:07.110 --> 00:10:09.540 There's no reason why you should subtract 1.7, 00:10:09.540 --> 00:10:12.033 so this is definitely not looking good.

Subtracting integers find the missing value

https://www.youtube.com/watch?v=HsPEStiHQS0

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WEBVTT Kind: captions Language: en 00:00:00.330 --> 00:00:01.500 - [Instructor] So, if I were to ask you, 00:00:01.500 --> 00:00:02.430 or if I were to tell you 00:00:02.430 --> 00:00:07.430 that -3 minus blank is equal to -4, 00:00:07.620 --> 00:00:11.343 can you pause this video and figure out what this blank is? 00:00:12.900 --> 00:00:15.120 All right, now let's do this together, 00:00:15.120 --> 00:00:17.460 and I'm gonna do this by drawing out a number line 00:00:17.460 --> 00:00:19.140 because that's what my head tries to do 00:00:19.140 --> 00:00:20.430 with things like this. 00:00:20.430 --> 00:00:21.870 Let me draw a straighter line than that. 00:00:21.870 --> 00:00:24.330 All right, that's a pretty good number line. 00:00:24.330 --> 00:00:27.270 Let's see, I'm gonna be dealing with -3 00:00:27.270 --> 00:00:29.520 and I'm gonna subtract something of it to get to -4, 00:00:29.520 --> 00:00:31.440 so let me focus on the negative end here. 00:00:31.440 --> 00:00:35.400 So, let's say this is zero, that could be +1. 00:00:35.400 --> 00:00:40.007 Then, I have -1, -2, -3, 00:00:40.007 --> 00:00:44.010 - 4, -5, let's go -6. 00:00:44.010 --> 00:00:45.270 That's the other end of it. 00:00:45.270 --> 00:00:48.952 So, this is -1, -2, -3, 00:00:48.952 --> 00:00:51.840 - 4, and -5. 00:00:51.840 --> 00:00:54.180 So, let's start at -3. 00:00:54.180 --> 00:00:57.990 So, -3 is that point on the number line 00:00:57.990 --> 00:01:01.740 and I want to end up at -4, 00:01:01.740 --> 00:01:04.140 that is that point on the number line. 00:01:04.140 --> 00:01:06.900 So, to go from -3 to -4, 00:01:06.900 --> 00:01:10.860 I have to go one step in the leftward direction. 00:01:10.860 --> 00:01:13.230 So, one step in the leftward direction, 00:01:13.230 --> 00:01:16.290 you could either view that as subtracting 1 00:01:16.290 --> 00:01:20.220 or you could view that as adding a -1. 00:01:20.220 --> 00:01:22.620 Now, we have, we're already subtracting here, 00:01:22.620 --> 00:01:24.450 so the simplest thing to do would just say, "Okay, 00:01:24.450 --> 00:01:27.450 this is the same thing as subtracting 1." 00:01:27.450 --> 00:01:32.430 And we're done, -3 minus 1 is indeed equal to -4. 00:01:32.430 --> 00:01:34.140 Let's do another example. 00:01:34.140 --> 00:01:37.030 Let's say we had -1 00:01:37.890 --> 00:01:42.890 is equal to -7, minus what? 00:01:43.350 --> 00:01:45.000 Pause a video and try to work through that. 00:01:45.000 --> 00:01:46.050 And try to do a number line, 00:01:46.050 --> 00:01:47.403 I always find that useful. 00:01:48.660 --> 00:01:51.360 All right, let's work through this together again, 00:01:51.360 --> 00:01:54.633 so let me draw a number line here. 00:01:55.560 --> 00:01:57.209 Let's see, I have a -1, 00:01:57.209 --> 00:01:58.383 I have a negative, I have a -7, 00:01:59.790 --> 00:02:01.770 so I'm gonna deal with the negate end of things. 00:02:01.770 --> 00:02:06.332 So, let me make this zero, I'll make that positive 1, 00:02:06.332 --> 00:02:09.249 - 1, -2, -3, 00:02:09.249 --> 00:02:14.249 - 4, -5, -6, -7. 00:02:14.940 --> 00:02:17.228 Let me write this, this is -7 right over here, 00:02:17.228 --> 00:02:20.820 - 8, -9, -10. 00:02:20.820 --> 00:02:22.560 I think that's probably enough. 00:02:22.560 --> 00:02:23.820 So, let's see. 00:02:23.820 --> 00:02:26.820 We're saying -1 is equal to -7 minus something, 00:02:26.820 --> 00:02:30.780 so essentially we're starting at -7 here, 00:02:30.780 --> 00:02:31.993 we're starting at -7, 00:02:33.270 --> 00:02:36.030 and we're subtracting something from that 00:02:36.030 --> 00:02:40.710 to end up over here at -1. 00:02:40.710 --> 00:02:43.920 This is -1 right over there. 00:02:43.920 --> 00:02:44.760 So, let's just think about 00:02:44.760 --> 00:02:49.680 what the arrow needs to go do to get from -7 to -1. 00:02:49.680 --> 00:02:53.190 Well, to do, that you're going to have to go, 00:02:53.190 --> 00:02:56.250 it looks like six units to the right. 00:02:56.250 --> 00:02:58.620 One, two, three, four, five, six, 00:02:58.620 --> 00:03:00.840 we go six units to the right. 00:03:00.840 --> 00:03:01.920 Now, there's two ways 00:03:01.920 --> 00:03:03.840 to describe going six units to the right. 00:03:03.840 --> 00:03:06.810 You could say that is just plus 6, 00:03:06.810 --> 00:03:11.810 or you could view that that's the same thing as minus -6. 00:03:11.820 --> 00:03:12.780 And we've seen that, 00:03:12.780 --> 00:03:15.270 subtracting a number is the same thing 00:03:15.270 --> 00:03:17.820 as adding its inverse. 00:03:17.820 --> 00:03:21.780 And since we already have a a negative sign here 00:03:21.780 --> 00:03:23.370 or minus sign here, 00:03:23.370 --> 00:03:24.960 we might as well say, "Well, this is the same thing 00:03:24.960 --> 00:03:28.920 as subtracting a -6," 00:03:28.920 --> 00:03:31.230 a -6, I'll put in parentheses 00:03:31.230 --> 00:03:32.700 to make it a little bit cleaner, 00:03:32.700 --> 00:03:33.723 and we're done. 00:03:34.650 --> 00:03:38.010 Let's do another example, 00:03:38.010 --> 00:03:40.170 another example here. 00:03:40.170 --> 00:03:43.618 So, let's say we make, 00:03:43.618 --> 00:03:46.560 give ourselves a clean slate. 00:03:46.560 --> 00:03:48.330 Let's say we wanted to figure out 00:03:48.330 --> 00:03:52.830 so I have blank minus -5 00:03:52.830 --> 00:03:55.140 is equal to 13. 00:03:55.140 --> 00:03:56.440 How would you tackle that? 00:03:57.630 --> 00:03:59.880 Well, let me just draw my number line again. 00:03:59.880 --> 00:04:02.220 I have my whole real estate to use this time, 00:04:02.220 --> 00:04:03.330 so let me just go all the way there. 00:04:03.330 --> 00:04:06.390 And let's see, I'm dealing with something, 00:04:06.390 --> 00:04:11.390 it's gonna be roughly five away, it feels like from 13. 00:04:11.400 --> 00:04:14.040 So, let me just make my number line, 00:04:14.040 --> 00:04:17.670 I'm just gonna say this is zero, I have to get to 13, 00:04:17.670 --> 00:04:20.250 so actually let me give myself a little bit more space. 00:04:20.250 --> 00:04:24.690 So, this is 0, 1, 2, 3, 00:04:24.690 --> 00:04:29.329 4, 5, 6, 7, 8, 9, 10, 00:04:29.329 --> 00:04:34.329 11, 12, 13, 14, 15, 16, 17, 18. 00:04:35.220 --> 00:04:37.170 I think that is sufficient. 00:04:37.170 --> 00:04:40.290 So, we don't know where we're starting, 00:04:40.290 --> 00:04:42.060 we know we wanna end up at 13. 00:04:42.060 --> 00:04:47.040 So, 13, let me put that on our number line here, 00:04:47.040 --> 00:04:49.170 so it's 1, 2, 3, 4, 5, 00:04:49.170 --> 00:04:54.170 6, 7, 8, 9, 10, 11, 12, 13. 00:04:54.240 --> 00:04:57.630 So, 13 is right over here. 00:04:57.630 --> 00:05:00.120 And now how did we get to 13? 00:05:00.120 --> 00:05:04.080 Well, we are subtracting a -5. 00:05:04.080 --> 00:05:05.280 Now, as I just mentioned, 00:05:05.280 --> 00:05:07.860 subtracting a number is the same thing 00:05:07.860 --> 00:05:09.870 as adding the inverse of the number, 00:05:09.870 --> 00:05:14.100 so this is the same thing as adding +5 00:05:14.100 --> 00:05:16.410 is another way of thinking about that. 00:05:16.410 --> 00:05:18.480 So, or another way of depicting either of these, 00:05:18.480 --> 00:05:21.240 subtracting -5 or adding +5 00:05:21.240 --> 00:05:23.670 would essentially be you're starting someplace 00:05:23.670 --> 00:05:27.660 and you're going 5 units to the right. 00:05:27.660 --> 00:05:28.830 So, you started someplace 00:05:28.830 --> 00:05:32.430 and you're going 5 units to the right to end up at 13. 00:05:32.430 --> 00:05:35.070 So, that means you started 5 units to the left, 00:05:35.070 --> 00:05:37.860 one, two, three, four, five. 00:05:37.860 --> 00:05:39.540 You started right over here, 00:05:39.540 --> 00:05:42.930 you go 5 units to the right 00:05:42.930 --> 00:05:45.150 and you ended up at 13. 00:05:45.150 --> 00:05:46.380 Well, this right over here, 00:05:46.380 --> 00:05:48.750 5 units to the left of 13, 00:05:48.750 --> 00:05:52.080 this is going to be 8. 00:05:52.080 --> 00:05:57.030 And it is indeed the case that 8 minus -5 00:05:57.030 --> 00:06:00.840 is equal to 13. 00:06:00.840 --> 00:06:02.340 Now, there's other ways 00:06:02.340 --> 00:06:05.400 that you might be able to think about this. 00:06:05.400 --> 00:06:09.240 If something minus -5 00:06:09.240 --> 00:06:12.120 is equal to 13 00:06:12.120 --> 00:06:13.440 then another way you could think about it, 00:06:13.440 --> 00:06:17.100 if I were to tell you that 3 minus 2 is equal to 1, 00:06:17.100 --> 00:06:19.530 you could also say that an equivalent statement 00:06:19.530 --> 00:06:22.200 is that 3 is equal to 1 plus 2. 00:06:22.200 --> 00:06:24.690 You could turn that subtraction equation 00:06:24.690 --> 00:06:26.730 into an addition equation. 00:06:26.730 --> 00:06:30.270 So, over here, if I say this minus this is equal to that 00:06:30.270 --> 00:06:32.410 then that means that 13 00:06:34.260 --> 00:06:37.540 plus -5 00:06:38.640 --> 00:06:42.150 must be equal to blank, our mystery number. 00:06:42.150 --> 00:06:44.580 And if I add 13 and -5, 00:06:44.580 --> 00:06:48.210 you might recognize that as being equal to 8. 00:06:48.210 --> 00:06:49.043 So, either way, 00:06:49.043 --> 00:06:50.550 there's a lot of ways that you could approach this, 00:06:50.550 --> 00:06:53.613 but they all get you to kind of the same conceptual place.

Adding integers: find the missing value

https://www.youtube.com/watch?v=jA1vyOrzlOE

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WEBVTT Kind: captions Language: en 00:00:00.300 --> 00:00:02.370 - [Instructor] We are asked to find the missing value, 00:00:02.370 --> 00:00:03.600 and they give us a hint. 00:00:03.600 --> 00:00:06.540 Use the number line to find the missing value. 00:00:06.540 --> 00:00:11.070 And let's see, they say, 4 plus something is equal to -6. 00:00:11.070 --> 00:00:12.180 So why don't you pause this video 00:00:12.180 --> 00:00:13.740 and see if you can work through this 00:00:13.740 --> 00:00:16.080 before we do it ourselves. 00:00:16.080 --> 00:00:19.500 All right, so let's just start at 4. 00:00:19.500 --> 00:00:21.120 So there's a couple of ways to think about it. 00:00:21.120 --> 00:00:23.370 We could just say where is 4 on the number line. 00:00:23.370 --> 00:00:25.950 4 is here. One, two, three, four. 00:00:25.950 --> 00:00:27.480 We're going to start there, 00:00:27.480 --> 00:00:29.250 and we're going to add something 00:00:29.250 --> 00:00:33.030 to that 4 to get us to -6. 00:00:33.030 --> 00:00:34.920 To get us right there. 00:00:34.920 --> 00:00:36.270 So what are we going to add? 00:00:36.270 --> 00:00:38.340 Well, we're going to be moving to the left. 00:00:38.340 --> 00:00:39.600 So we're going to be adding 00:00:39.600 --> 00:00:41.730 a negative number right over here. 00:00:41.730 --> 00:00:44.070 And we can see what that negative number is going to be. 00:00:44.070 --> 00:00:46.050 How many units do we have to move to the left? 00:00:46.050 --> 00:00:50.070 We have to move one, two, three, four, five, 00:00:50.070 --> 00:00:55.070 six, seven, eight, nine, 10 to the left. 00:00:55.140 --> 00:00:58.050 So what do we add if we want to move 10 to the left? 00:00:58.050 --> 00:01:00.540 We have to add a -10. 00:01:00.540 --> 00:01:03.360 So this is -10 right over here. 00:01:03.360 --> 00:01:04.410 Another way to think about it, 00:01:04.410 --> 00:01:06.780 if you're four to the right of zero, 00:01:06.780 --> 00:01:09.450 well, it's going take you four just to get back to zero. 00:01:09.450 --> 00:01:10.590 That's four there. 00:01:10.590 --> 00:01:12.990 And it's going to take you another six 00:01:12.990 --> 00:01:15.300 to get you to -6. 00:01:15.300 --> 00:01:16.980 And then of course you're moving to the left, 00:01:16.980 --> 00:01:19.380 so that's going to be a -10. 00:01:19.380 --> 00:01:22.650 Let's do another a example. 00:01:22.650 --> 00:01:24.690 So let me scroll down a bit 00:01:24.690 --> 00:01:27.270 so we can see that second example. 00:01:27.270 --> 00:01:29.880 So once again, find the missing value. 00:01:29.880 --> 00:01:32.480 And pause this video again and try to work that out. 00:01:33.360 --> 00:01:35.100 All right, so there's a couple of ways 00:01:35.100 --> 00:01:35.940 we could think about it. 00:01:35.940 --> 00:01:39.900 We're saying -3 is equal to something plus 5. 00:01:39.900 --> 00:01:43.198 So let's just see where -3 is on this number line. 00:01:43.198 --> 00:01:45.990 - 3 is right over there. 00:01:45.990 --> 00:01:50.990 And something plus 5 is going to be equal to -3. 00:01:51.750 --> 00:01:53.310 So plus 5, you could view it 00:01:53.310 --> 00:01:55.650 as you're going to start someplace, 00:01:55.650 --> 00:01:57.720 and you're going to move five units to the right, 00:01:57.720 --> 00:02:01.290 something like that to get to where you end up. 00:02:01.290 --> 00:02:04.230 So where could we start to get five units to the right 00:02:04.230 --> 00:02:05.250 and be at -3? 00:02:05.250 --> 00:02:06.990 Well, if we just go five units to the left, 00:02:06.990 --> 00:02:11.100 so one, two, three, four, five. 00:02:11.100 --> 00:02:12.750 If you start from this point, 00:02:12.750 --> 00:02:15.570 and you were to add 5, 00:02:15.570 --> 00:02:17.430 you were get to -3. 00:02:17.430 --> 00:02:19.680 And so what is this point right over here? 00:02:19.680 --> 00:02:20.760 Well, this right over here, 00:02:20.760 --> 00:02:25.020 let's see, this is -5, -6, -7, -8. 00:02:25.020 --> 00:02:28.470 So we have -8 plus 5 is equal to -3. 00:02:28.470 --> 00:02:30.570 Another way to think about it is, 00:02:30.570 --> 00:02:32.827 you could have used a commutative property to say, 00:02:32.827 --> 00:02:34.680 "Hey, instead of blank plus 5, 00:02:34.680 --> 00:02:38.400 you could say this is -3 is equal to 5 plus blank. 00:02:38.400 --> 00:02:39.330 And so you could say, 00:02:39.330 --> 00:02:41.160 let's start at 5, 00:02:41.160 --> 00:02:42.180 let me do this in another color. 00:02:42.180 --> 00:02:43.803 Let's start at 5, 00:02:44.670 --> 00:02:48.120 and then what would I have to add to it to get to -3? 00:02:48.120 --> 00:02:51.420 And so, well, I would have to move to the left five 00:02:51.420 --> 00:02:54.840 and then three in order to get to -3. 00:02:54.840 --> 00:02:57.990 So you would essentially have to add -8. 00:02:57.990 --> 00:03:00.690 So that's another way that you could think about that.

Adding the opposite with integer chips

https://www.youtube.com/watch?v=0O4hGprr71g

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WEBVTT Kind: captions Language: en 00:00:00.330 --> 00:00:02.670 - [Instructor] So let's use integer chips again 00:00:02.670 --> 00:00:04.800 to start exploring a little bit more 00:00:04.800 --> 00:00:06.480 when we deal with negative numbers. 00:00:06.480 --> 00:00:07.920 So let's say we wanted to compute 00:00:07.920 --> 00:00:10.680 what negative one minus seven is. 00:00:10.680 --> 00:00:12.060 See if you can pause this video 00:00:12.060 --> 00:00:14.163 and figure that out using integer chips. 00:00:15.180 --> 00:00:16.770 Well, let's do this together. 00:00:16.770 --> 00:00:18.660 So we're starting with negative one. 00:00:18.660 --> 00:00:22.680 We could represent negative one as just one integer, 00:00:22.680 --> 00:00:25.320 one negative integer chip, 00:00:25.320 --> 00:00:29.070 but we need to subtract seven, positive seven from that. 00:00:29.070 --> 00:00:32.580 We have no positive integer chips here, 00:00:32.580 --> 00:00:34.350 so, and we need to have at least seven 00:00:34.350 --> 00:00:37.380 positive integer chips in order to subtract seven. 00:00:37.380 --> 00:00:39.990 So how could we get some positive integer chips? 00:00:39.990 --> 00:00:41.850 Well, we can just add pairs of negative 00:00:41.850 --> 00:00:43.080 and positive integer chips. 00:00:43.080 --> 00:00:45.480 So if I add one negative integer chip 00:00:45.480 --> 00:00:48.990 and I add one positive integer chip, just like that, 00:00:48.990 --> 00:00:51.210 this is still negative one over here 00:00:51.210 --> 00:00:52.770 because these two integer chips 00:00:52.770 --> 00:00:55.170 are going to cancel each other out. 00:00:55.170 --> 00:00:57.360 So let me just do that seven times. 00:00:57.360 --> 00:00:58.470 So let me just do this. 00:00:58.470 --> 00:01:02.820 So that's two, three, four, five, 00:01:02.820 --> 00:01:04.890 six and seven. 00:01:04.890 --> 00:01:06.990 And then I just have to add the corresponding 00:01:06.990 --> 00:01:11.990 positive integer chips three, four, five, 00:01:12.240 --> 00:01:13.710 six and seven. 00:01:13.710 --> 00:01:15.090 So notice, what I just wrote, 00:01:15.090 --> 00:01:18.240 this is just another way of writing negative one. 00:01:18.240 --> 00:01:20.430 But I wrote it this way because I can actually 00:01:20.430 --> 00:01:24.390 subtract out positive seven now from this. 00:01:24.390 --> 00:01:27.510 So now let's subtract out positive seven. 00:01:27.510 --> 00:01:31.290 So subtract out one, two, three, four, 00:01:31.290 --> 00:01:33.150 five, six, seven. 00:01:33.150 --> 00:01:35.820 And then what are we left with? 00:01:35.820 --> 00:01:40.710 Well, we're left with all of this business right over here. 00:01:40.710 --> 00:01:41.640 And what is that? 00:01:41.640 --> 00:01:43.740 That's one, two, three, four, 00:01:43.740 --> 00:01:45.210 five, six, seven, eight. 00:01:45.210 --> 00:01:47.850 This is equal to negative eight. 00:01:47.850 --> 00:01:49.800 Now that's interesting by itself, 00:01:49.800 --> 00:01:52.020 but you might notice something. 00:01:52.020 --> 00:01:54.600 What I have left over when I take a negative one 00:01:54.600 --> 00:01:57.900 and I subtract positive seven from that, 00:01:57.900 --> 00:02:00.000 I'm left with essentially the equivalent 00:02:00.000 --> 00:02:03.570 of negative one and negative seven. 00:02:03.570 --> 00:02:06.180 So another way of writing what we just have 00:02:06.180 --> 00:02:10.920 left over here is I have negative one 00:02:10.920 --> 00:02:13.500 is that one negative integer chip right over there. 00:02:13.500 --> 00:02:14.730 And then I have negative seven, 00:02:14.730 --> 00:02:18.030 these seven negative integer chips right over there. 00:02:18.030 --> 00:02:20.490 So you could also view this as the same thing 00:02:20.490 --> 00:02:25.490 as negative one plus negative seven. 00:02:26.040 --> 00:02:28.560 And so this makes us think about something. 00:02:28.560 --> 00:02:32.370 Is it true that if I subtract a positive, 00:02:32.370 --> 00:02:34.740 that's the same thing as adding the inverse 00:02:34.740 --> 00:02:38.430 of that positive, adding, in the case of a positive seven, 00:02:38.430 --> 00:02:40.830 in the case of subtracting a positive seven, 00:02:40.830 --> 00:02:44.940 that's gonna be the same thing as adding a negative seven? 00:02:44.940 --> 00:02:45.870 Interesting. 00:02:45.870 --> 00:02:46.950 And let's see actually if it works 00:02:46.950 --> 00:02:49.170 the other way around. 00:02:49.170 --> 00:02:52.020 So let's see what happens when we subtract a negative. 00:02:52.020 --> 00:02:56.163 So if we have negative three minus negative five, 00:02:57.060 --> 00:03:01.410 maybe, maybe this is the same thing as negative three 00:03:01.410 --> 00:03:04.770 plus the opposite of negative five, 00:03:04.770 --> 00:03:07.140 which would be positive five. 00:03:07.140 --> 00:03:09.360 Let's see if these two things actually 00:03:09.360 --> 00:03:10.530 amount to be the same thing. 00:03:10.530 --> 00:03:12.690 So let's just start with this first one up here. 00:03:12.690 --> 00:03:14.430 We're gonna start with negative three, 00:03:14.430 --> 00:03:18.210 so that gives us three negative integer chips. 00:03:18.210 --> 00:03:22.560 So negative one, negative two, negative three. 00:03:22.560 --> 00:03:25.800 Now if we wanna subtract out negative five, 00:03:25.800 --> 00:03:28.920 if we wanna take away five negative integer chips, 00:03:28.920 --> 00:03:30.630 well we need more negative integer chips here. 00:03:30.630 --> 00:03:33.510 We need at least two more negative integer chips. 00:03:33.510 --> 00:03:36.240 So if we have two more negative integer chips, 00:03:36.240 --> 00:03:37.950 we're not changing the value of that 00:03:37.950 --> 00:03:41.010 if we have two more positive integer chips. 00:03:41.010 --> 00:03:43.320 What I have depicted here is still negative three 00:03:43.320 --> 00:03:45.000 because that and that cancel out. 00:03:45.000 --> 00:03:47.910 And so this is still the number negative three 00:03:47.910 --> 00:03:51.030 being represented, but I added these two pairs 00:03:51.030 --> 00:03:55.080 because now I can subtract out five negative integer chips. 00:03:55.080 --> 00:03:56.850 That's what negative five represents. 00:03:56.850 --> 00:03:59.310 These top four negative integer chips, there's five of 'em, 00:03:59.310 --> 00:04:01.320 I can take 'em all away. 00:04:01.320 --> 00:04:04.380 That's subtracting out a negative five. 00:04:04.380 --> 00:04:05.880 And what am I left with? 00:04:05.880 --> 00:04:09.630 What I'm left with is just these two positive integer chips. 00:04:09.630 --> 00:04:11.913 So this is going to be equal to positive two. 00:04:12.780 --> 00:04:16.770 Well, that's interesting because that's kind of feeling 00:04:16.770 --> 00:04:19.020 very similar to what we have here. 00:04:19.020 --> 00:04:22.740 If we start with negative three, so negative one, 00:04:22.740 --> 00:04:26.490 negative two, negative three, and I add a positive five, 00:04:26.490 --> 00:04:28.020 so five positive integer chips, 00:04:28.020 --> 00:04:33.020 one, two, three, four and five. 00:04:33.330 --> 00:04:35.520 Well, we already know that that cancels with that, 00:04:35.520 --> 00:04:37.680 that cancels with that, that cancels with that. 00:04:37.680 --> 00:04:41.160 This is the equivalent of positive two. 00:04:41.160 --> 00:04:43.230 And what I just did here on both sides, 00:04:43.230 --> 00:04:45.780 this isn't a proof that this will always work, 00:04:45.780 --> 00:04:47.640 but hopefully this gives you an intuition 00:04:47.640 --> 00:04:49.350 that it does seem to work. 00:04:49.350 --> 00:04:51.900 And I will tell you that without giving you the full proof 00:04:51.900 --> 00:04:53.610 that it actually does always work, 00:04:53.610 --> 00:04:58.610 that it is actually the case that if you subtract a number, 00:04:58.650 --> 00:05:02.610 it's the same thing as adding the opposite of that number. 00:05:02.610 --> 00:05:05.880 If you subtract a number it's the same thing 00:05:05.880 --> 00:05:09.393 as adding the opposite of that number.

AI in Education: Opportunities + Pitfalls

https://www.youtube.com/watch?v=bSzW-0RuO9E

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WEBVTT Kind: captions Language: en 00:00:00.000 --> 00:00:02.250 - All right, welcome everyone. 00:00:02.250 --> 00:00:04.590 This is Jeremy Schifeling with Khan Academy. 00:00:04.590 --> 00:00:07.010 I am so thrilled to welcome you back 00:00:07.010 --> 00:00:10.500 for round two of our AI and Education Webinar Series 00:00:10.500 --> 00:00:11.580 this summer. 00:00:11.580 --> 00:00:13.950 I know that this summertime is your time. 00:00:13.950 --> 00:00:16.260 And so I apologize for intruding upon it, 00:00:16.260 --> 00:00:18.530 but I'm so thrilled that you decided to join us 00:00:18.530 --> 00:00:21.420 because we have a rockstar panel here. 00:00:21.420 --> 00:00:23.760 We have a couple of incredible educators 00:00:23.760 --> 00:00:25.110 from across the universe. 00:00:25.110 --> 00:00:27.120 We've got Emily and Kelly coming to you 00:00:27.120 --> 00:00:30.540 from the Khan World School in partnership with ASU. 00:00:30.540 --> 00:00:32.490 They're sweating it out right now down in Phoenix, 00:00:32.490 --> 00:00:34.170 as you've probably heard about. 00:00:34.170 --> 00:00:36.420 We have Madeline coming from the school city 00:00:36.420 --> 00:00:38.490 of Hobart in Indiana, 00:00:38.490 --> 00:00:41.460 one of our amazing Khan Academy district's partners 00:00:41.460 --> 00:00:44.790 and one of the pioneers in using Khanmigo in the classroom. 00:00:44.790 --> 00:00:47.640 And then we have Malia from our OG Khan Lab School 00:00:47.640 --> 00:00:49.980 right here in Mountain View, California. 00:00:49.980 --> 00:00:52.560 So we have lots of different perspectives represented. 00:00:52.560 --> 00:00:54.720 And then of course, a man who needs no introduction, 00:00:54.720 --> 00:00:57.360 Sal Khan himself is on the line, ladies and gentlemen, 00:00:57.360 --> 00:00:59.940 here to tell you about Khanmigo 00:00:59.940 --> 00:01:02.340 and what the future looks like in this space. 00:01:02.340 --> 00:01:04.920 Now, that being said, before we dive in, 00:01:04.920 --> 00:01:07.020 we wanna get to know you a little bit better. 00:01:07.020 --> 00:01:09.110 So what I'm gonna do is I'm gonna launch a poll right now 00:01:09.110 --> 00:01:11.280 and I'd love to hear from you. 00:01:11.280 --> 00:01:14.040 Where are you coming from occupationally? 00:01:14.040 --> 00:01:15.450 Are you a classroom teacher, 00:01:15.450 --> 00:01:17.700 a counselor, an instructional coach? 00:01:17.700 --> 00:01:19.590 Let us know right in the chat. 00:01:19.590 --> 00:01:23.130 Number two, let us know the kinds of students you serve. 00:01:23.130 --> 00:01:25.200 Are you on the older end of the spectrum, 00:01:25.200 --> 00:01:26.550 like so many of the educators here, 00:01:26.550 --> 00:01:27.990 or maybe your early childhood? 00:01:27.990 --> 00:01:29.487 I was a former kindergarten teacher. 00:01:29.487 --> 00:01:32.070 I'd love to hear from that perspective as well. 00:01:32.070 --> 00:01:35.550 And then finally, let us know your primary subject area. 00:01:35.550 --> 00:01:38.250 We definitely have a lot of really strong humanities folks, 00:01:38.250 --> 00:01:40.950 but Sal himself has volunteered to speak directly 00:01:40.950 --> 00:01:44.160 to the math and science angles if you're curious as well. 00:01:44.160 --> 00:01:46.500 So with about five seconds left, 00:01:46.500 --> 00:01:50.770 five, four, three, two, and one, we'll end the poll. 00:01:50.770 --> 00:01:53.070 And let's share these results out. 00:01:53.070 --> 00:01:55.500 So as you can see, a ton of classroom teachers, 00:01:55.500 --> 00:01:57.840 which is awesome, but also some admins, 00:01:57.840 --> 00:02:00.900 instructional coaches, librarians, curriculum developers, 00:02:00.900 --> 00:02:02.460 love to see that. 00:02:02.460 --> 00:02:04.770 We have a pretty even mix across elementary, middle, 00:02:04.770 --> 00:02:07.350 and high with a little sort of preference for the latter, 00:02:07.350 --> 00:02:09.390 but even some folks all the way to college 00:02:09.390 --> 00:02:11.820 and adult education, which is fantastic. 00:02:11.820 --> 00:02:13.650 And then finally, as you might expect, 00:02:13.650 --> 00:02:16.130 we've got a strong showing from the math educators out there 00:02:16.130 --> 00:02:19.980 but lots of great folks in science, ELA, social studies, 00:02:19.980 --> 00:02:21.300 and beyond. 00:02:21.300 --> 00:02:25.110 So with that said, quick ground rules before we dive in. 00:02:25.110 --> 00:02:27.420 This session is gonna be recorded. 00:02:27.420 --> 00:02:29.520 I know it's the number one question that everyone has asked 00:02:29.520 --> 00:02:31.710 in every webinar ever since the pandemic. 00:02:31.710 --> 00:02:33.530 And yes, you will absolutely get a copy 00:02:33.530 --> 00:02:35.880 sent directly to your email afterwards. 00:02:35.880 --> 00:02:38.400 However, what's more, because you joined live 00:02:38.400 --> 00:02:40.560 and shared some of your summertime with us, 00:02:40.560 --> 00:02:41.393 you're gonna receive 00:02:41.393 --> 00:02:43.290 a free professional development certificate 00:02:43.290 --> 00:02:45.180 mailed to you right after the session 00:02:45.180 --> 00:02:48.090 and be entered into a drawing for 12 free months 00:02:48.090 --> 00:02:50.970 of Khanmigo, our brand new AI guide. 00:02:50.970 --> 00:02:52.770 And to make the most of this session, 00:02:52.770 --> 00:02:54.210 because you are here live, 00:02:54.210 --> 00:02:56.390 what we would love for you to do more than anything else 00:02:56.390 --> 00:03:00.390 is come to the Q&A and do two things. 00:03:00.390 --> 00:03:02.820 Number one, whatever questions you have 00:03:02.820 --> 00:03:05.550 about AI and education, no matter how big, 00:03:05.550 --> 00:03:08.100 no matter how small, no matter how spicy, 00:03:08.100 --> 00:03:09.970 feel free to put those in right now 00:03:09.970 --> 00:03:11.790 and throughout the session. 00:03:11.790 --> 00:03:13.860 And then number two, just as importantly, 00:03:13.860 --> 00:03:17.280 support your fellow educators by upvoting the ones 00:03:17.280 --> 00:03:18.690 that you're excited about. 00:03:18.690 --> 00:03:20.700 For anyone who came to our last session, 00:03:20.700 --> 00:03:22.350 you know that we took those primarily 00:03:22.350 --> 00:03:23.897 in the order of upvotes. 00:03:23.897 --> 00:03:26.850 And so if you've got big, juicy questions, 00:03:26.850 --> 00:03:29.460 feel free to give that, that big plus sign, 00:03:29.460 --> 00:03:31.320 we will be sure to take those. 00:03:31.320 --> 00:03:33.390 So with all of that said, 00:03:33.390 --> 00:03:36.810 let's start with a question that so many people asked 00:03:36.810 --> 00:03:39.840 in our pre-survey, which is, 00:03:39.840 --> 00:03:43.950 how do you believe AI is gonna actually impact education? 00:03:43.950 --> 00:03:45.960 So I know this is a little bit crystal ball-like 00:03:45.960 --> 00:03:47.250 in the sense that we're thinking about 00:03:47.250 --> 00:03:49.950 where things are headed versus think where things are 00:03:49.950 --> 00:03:52.050 here in the summer of 2023. 00:03:52.050 --> 00:03:54.870 But for our panelists, if you wanna take that question, 00:03:54.870 --> 00:03:56.550 if you're excited to dive into it, 00:03:56.550 --> 00:03:58.410 just go ahead and raise your hand 00:03:58.410 --> 00:03:59.640 and I will call on you to take it. 00:03:59.640 --> 00:04:00.870 And Sal, it sounds like you might have something 00:04:00.870 --> 00:04:02.763 you wanna share right off the top. 00:04:03.750 --> 00:04:04.583 - Oh, sure. 00:04:04.583 --> 00:04:06.090 And obviously none of us have a crystal ball 00:04:06.090 --> 00:04:08.760 or could predict the future, but in some ways I view, 00:04:08.760 --> 00:04:11.310 my answer to that question is also the answer 00:04:11.310 --> 00:04:14.490 how I thought about edtech even pre-generative AI, 00:04:14.490 --> 00:04:19.203 which is it's never about somehow, 00:04:20.370 --> 00:04:21.480 it's never about the technology, 00:04:21.480 --> 00:04:23.370 it's really about what the pedagogical goals 00:04:23.370 --> 00:04:24.690 that we all wanna do. 00:04:24.690 --> 00:04:28.290 And I think for time immemorial, well before AI, 00:04:28.290 --> 00:04:32.350 well before the internet and computers, 00:04:32.350 --> 00:04:34.410 all educators have always recognized 00:04:34.410 --> 00:04:36.960 that the goal standard is some form of differentiation. 00:04:36.960 --> 00:04:40.650 There's a lot of literature and honestly common sense 00:04:40.650 --> 00:04:41.640 behind mastery learning. 00:04:41.640 --> 00:04:44.880 If a student hasn't fully mastered a concept, 00:04:44.880 --> 00:04:46.020 they should always have the opportunity 00:04:46.020 --> 00:04:49.103 to get their understanding of decimals from an 80% to a 95%, 00:04:49.103 --> 00:04:50.580 because if they don't, 00:04:50.580 --> 00:04:52.050 they're really going to struggle with algebra 00:04:52.050 --> 00:04:54.060 when those equations involve decimals. 00:04:54.060 --> 00:04:57.330 And this is true in pretty much every subject area. 00:04:57.330 --> 00:05:02.330 So, and one of the ways that that would have been addressed, 00:05:02.430 --> 00:05:03.750 say 50 years ago, 00:05:03.750 --> 00:05:07.590 is by having a better student teacher ratios, 00:05:07.590 --> 00:05:10.230 having a teaching assistants in the room, 00:05:10.230 --> 00:05:12.360 middle-class, upper middle-class affluent families 00:05:12.360 --> 00:05:15.090 can afford tutors, or maybe sometimes the parents 00:05:15.090 --> 00:05:16.710 will do the tutoring themselves 00:05:16.710 --> 00:05:19.290 to provide that level of personalization. 00:05:19.290 --> 00:05:21.090 Obviously, I'm a fan of, 00:05:21.090 --> 00:05:23.070 the more resources we can throw at the students 00:05:23.070 --> 00:05:25.140 being able to reach their potential, the better, 00:05:25.140 --> 00:05:26.100 but there are some in our control, 00:05:26.100 --> 00:05:27.480 there are some that aren't in our control. 00:05:27.480 --> 00:05:29.190 We can't control the student teacher ratio. 00:05:29.190 --> 00:05:32.130 We can't control whether or not 00:05:32.130 --> 00:05:33.840 a student has tutoring at home 00:05:33.840 --> 00:05:35.640 or whether there's a teaching assistant in the class. 00:05:35.640 --> 00:05:37.830 If there is all of those things, awesome. 00:05:37.830 --> 00:05:40.920 So, our view at Khan Academy has always been, 00:05:40.920 --> 00:05:42.600 how can we use technology 00:05:42.600 --> 00:05:45.090 to at least start to approximate some of those things? 00:05:45.090 --> 00:05:47.580 That's where classic Khan, let's call it, 00:05:47.580 --> 00:05:50.250 has been, let's give people practice 00:05:50.250 --> 00:05:52.680 at their own time and pace initially in math and science. 00:05:52.680 --> 00:05:54.420 And then we've also started moving the humanities. 00:05:54.420 --> 00:05:56.523 ELA is not that far away, 00:05:57.540 --> 00:05:59.040 where someone can learn at their own time and pace, 00:05:59.040 --> 00:06:01.050 very deep item banks, so that if they haven't learned it, 00:06:01.050 --> 00:06:02.310 they can keep practicing it. 00:06:02.310 --> 00:06:04.650 There's spaced reputation, spy or review to make sure 00:06:04.650 --> 00:06:06.000 that they've really gotten to proficiency 00:06:06.000 --> 00:06:07.800 in mastering things. 00:06:07.800 --> 00:06:09.420 There's on-demand video and hints 00:06:09.420 --> 00:06:12.000 so that people can get unstuck, hopefully, 00:06:12.000 --> 00:06:14.640 and that all of that gets reported to the teacher 00:06:14.640 --> 00:06:16.740 so that they can get better information 00:06:16.740 --> 00:06:18.870 on how they can work with their students. 00:06:18.870 --> 00:06:21.030 They don't have to give a one-size-fits-all 00:06:21.030 --> 00:06:23.760 for every student, that, hey, those 10 students have got it. 00:06:23.760 --> 00:06:24.810 They can keep working. 00:06:24.810 --> 00:06:27.930 These 10 students could use a more focused intervention. 00:06:27.930 --> 00:06:30.870 And then after I'm done with those 10, these five over here 00:06:30.870 --> 00:06:32.640 could use a different focused intervention. 00:06:32.640 --> 00:06:34.200 So, that's kind of been the vision. 00:06:34.200 --> 00:06:39.200 And I think generative AI just takes that to another level, 00:06:39.330 --> 00:06:42.090 where now if a student has, 00:06:42.090 --> 00:06:43.710 the videos aren't doing enough for the student, 00:06:43.710 --> 00:06:45.240 the exercise hints aren't doing it, 00:06:45.240 --> 00:06:47.460 the articles, they can ask questions. 00:06:47.460 --> 00:06:49.050 Sometimes questions they would have been afraid 00:06:49.050 --> 00:06:50.340 to ask teachers. 00:06:50.340 --> 00:06:51.780 I get that answer, but in many cases, 00:06:51.780 --> 00:06:52.890 they might've been willing to ask the teacher, 00:06:52.890 --> 00:06:54.930 but the teacher can't go to 30 kids 00:06:54.930 --> 00:06:56.880 who are all asking different questions. 00:06:58.350 --> 00:07:00.930 The generative AI can act more like a teaching assistant. 00:07:00.930 --> 00:07:03.270 The best that ed tech could do pre-generative AI 00:07:03.270 --> 00:07:04.530 is give you all these dashboards 00:07:04.530 --> 00:07:05.760 that look like spreadsheets. 00:07:05.760 --> 00:07:06.593 And you have to kind of like, 00:07:06.593 --> 00:07:08.970 okay, which kids are struggling and which kids are. 00:07:08.970 --> 00:07:11.700 And now, we're investing in modalities 00:07:11.700 --> 00:07:12.840 where you can have a conversation 00:07:12.840 --> 00:07:14.490 with the data, so to speak. 00:07:14.490 --> 00:07:18.030 And we think that'll make it much, much easier for teachers. 00:07:18.030 --> 00:07:20.100 And then there's a whole series of workflows 00:07:20.100 --> 00:07:21.660 which we hadn't thought about before 00:07:21.660 --> 00:07:23.490 because we didn't think it was possible. 00:07:23.490 --> 00:07:26.310 But now you can, where teachers spend a ton of time 00:07:26.310 --> 00:07:28.530 doing things like writing lesson plans, 00:07:28.530 --> 00:07:33.530 grading papers, creating rubrics, progress reports. 00:07:33.690 --> 00:07:36.720 And those are all areas where we think generative AI 00:07:36.720 --> 00:07:39.750 could substantially save teachers' time. 00:07:39.750 --> 00:07:41.520 So long answer. 00:07:41.520 --> 00:07:43.140 All my answers aren't gonna be this long, 00:07:43.140 --> 00:07:45.270 but I'm hoping in five years, 00:07:45.270 --> 00:07:47.610 we're in a world where students 00:07:47.610 --> 00:07:49.260 are feeling much more supported. 00:07:49.260 --> 00:07:51.030 Teachers are feeling much more supported. 00:07:51.030 --> 00:07:52.980 They have much more time and energy for themselves 00:07:52.980 --> 00:07:53.850 so they don't burn out 00:07:53.850 --> 00:07:55.980 and more time and energy to do kind of the things 00:07:55.980 --> 00:07:57.910 why I think most teachers went into the profession, 00:07:57.910 --> 00:08:00.570 more time for those really amazing 00:08:00.570 --> 00:08:02.790 engagement moments with students. 00:08:02.790 --> 00:08:04.330 I'll say one last thing is, 00:08:04.330 --> 00:08:07.920 I also think the AI being able to have that loop 00:08:07.920 --> 00:08:10.650 between assignment, rubric, lesson creation, 00:08:10.650 --> 00:08:13.200 supporting students as say they work on an essay 00:08:13.200 --> 00:08:15.670 and then being able to report back to a teacher. 00:08:15.670 --> 00:08:17.820 Not only is that going to be really supportive 00:08:17.820 --> 00:08:19.500 of all of the parties in that mix, 00:08:19.500 --> 00:08:20.700 but I actually think it can address 00:08:20.700 --> 00:08:22.590 like the ChatGPT cheating issue 00:08:22.590 --> 00:08:26.080 where if you assign an essay and a student 00:08:28.320 --> 00:08:29.547 let's say they're doing it on Khanmigo 00:08:29.547 --> 00:08:31.320 and they're doing brainstorming with the AI, 00:08:31.320 --> 00:08:33.060 the AI is not doing it for them, but it's riffing with them. 00:08:33.060 --> 00:08:35.460 It's acting as a guide. 00:08:35.460 --> 00:08:36.960 Then the AI can report back to the teacher, 00:08:36.960 --> 00:08:38.520 say, yeah, we spent this much time, 00:08:38.520 --> 00:08:40.200 we did this, we changed our thesis, 00:08:40.200 --> 00:08:41.580 but eventually got there. 00:08:41.580 --> 00:08:43.920 And based on the rubric, I'd give it an initial 85%. 00:08:43.920 --> 00:08:45.390 What do you think teacher? 00:08:45.390 --> 00:08:47.760 You can feel confident that that student didn't cheat. 00:08:47.760 --> 00:08:50.820 But if a student goes to ChatGPT, has that essay generated 00:08:50.820 --> 00:08:53.310 and just copies and paste that into Khanmigo, 00:08:53.310 --> 00:08:56.070 then Khanmigo itself will say, hey, this looks fishy. 00:08:56.070 --> 00:08:57.060 There was no process here. 00:08:57.060 --> 00:09:00.720 And I think, honestly, because of bandwidth issues, 00:09:00.720 --> 00:09:02.610 it was already very expensive and time-consuming 00:09:02.610 --> 00:09:04.740 to grade 30 papers on the same topic 00:09:04.740 --> 00:09:06.150 for middle school students. 00:09:06.150 --> 00:09:07.350 So you definitely never had time 00:09:07.350 --> 00:09:08.790 to really go into the process, 00:09:08.790 --> 00:09:11.137 but now we can hopefully streamline that. 00:09:11.137 --> 00:09:11.970 - Love that. 00:09:11.970 --> 00:09:13.710 Thank you for starting us off, Sal. 00:09:13.710 --> 00:09:17.190 Let's go next to Emily over at the Khan World School. 00:09:17.190 --> 00:09:18.430 Emily, what's your take on where 00:09:18.430 --> 00:09:20.853 this whole education and AI world is headed? 00:09:22.970 --> 00:09:25.200 - Well, Sal offered a lot of ideas there 00:09:25.200 --> 00:09:27.870 that I'm probably gonna just kind of reiterate those, 00:09:27.870 --> 00:09:30.930 but definitely see it as a tutoring option 00:09:30.930 --> 00:09:33.710 to help get at students more individually 00:09:33.710 --> 00:09:35.280 on an individual level. 00:09:35.280 --> 00:09:37.350 I'm an English teacher by trade. 00:09:37.350 --> 00:09:39.600 And so I'm just always thinking about, 00:09:39.600 --> 00:09:41.400 well, if they want to use AI 00:09:41.400 --> 00:09:44.010 as a way to generate a first draft, 00:09:44.010 --> 00:09:46.680 I think the power of writing comes in revision anyway. 00:09:46.680 --> 00:09:50.490 And so if they're going to learn how to revise, 00:09:50.490 --> 00:09:51.570 how to make ideas better, 00:09:51.570 --> 00:09:55.410 how to get rid of very formulaic typewriting, 00:09:55.410 --> 00:09:58.203 that can be very helpful at the high school level. 00:09:59.100 --> 00:10:01.910 And if they're using it as a tool 00:10:01.910 --> 00:10:06.910 and not as a method of this is doing my work for me, 00:10:07.110 --> 00:10:09.630 but teaching them those subtle distinctions 00:10:09.630 --> 00:10:13.350 about how we use tools to help us, 00:10:13.350 --> 00:10:15.870 but we are the ones that can then flesh that out 00:10:15.870 --> 00:10:19.980 and really create something better and stronger. 00:10:19.980 --> 00:10:23.880 And so I think in that way, it's very helpful. 00:10:23.880 --> 00:10:26.190 And in the same way that I also mentioned 00:10:26.190 --> 00:10:29.973 that it becomes a way to kind of create time, 00:10:31.680 --> 00:10:33.570 there are shortcuts that are helpful for teachers. 00:10:33.570 --> 00:10:35.220 You don't always have to write the same email 00:10:35.220 --> 00:10:36.350 or you don't always have to, 00:10:36.350 --> 00:10:39.900 you've created a tool that also can save you time. 00:10:39.900 --> 00:10:43.140 But I also think it can be like that tutor, 00:10:43.140 --> 00:10:47.730 but the power of a teacher really comes in the relationship 00:10:47.730 --> 00:10:52.050 and that AI will never circumvent a relationship, right? 00:10:52.050 --> 00:10:54.360 Like that will always be there for a teacher. 00:10:54.360 --> 00:10:57.150 That will always be something that in those moments 00:10:57.150 --> 00:10:59.450 when you can get at that individual student, 00:10:59.450 --> 00:11:01.770 which maybe the AI will help you to have more 00:11:01.770 --> 00:11:02.910 of those individual moments 00:11:02.910 --> 00:11:05.790 because then those students can be working at a computer 00:11:05.790 --> 00:11:08.670 and then you can use that time to pull kids aside 00:11:08.670 --> 00:11:11.160 and to have those one-on-one interactions 00:11:11.160 --> 00:11:12.450 that are especially valuable 00:11:12.450 --> 00:11:15.770 and that will create those moments, 00:11:15.770 --> 00:11:18.960 those really strong teachable moments. 00:11:18.960 --> 00:11:20.400 So that's my hope. 00:11:20.400 --> 00:11:23.580 I am taking a very positive and optimistic view 00:11:23.580 --> 00:11:25.050 of what AI can do for educators. 00:11:25.050 --> 00:11:28.860 I certainly hope that it doesn't remove educators 00:11:28.860 --> 00:11:30.960 from the field because education is such a powerful tool, 00:11:30.960 --> 00:11:32.970 but then again, we have a teacher crisis, 00:11:32.970 --> 00:11:34.320 at least in Arizona where I live. 00:11:34.320 --> 00:11:36.840 And so maybe there is more need for that 00:11:36.840 --> 00:11:38.910 if we're not able to recruit teachers, 00:11:38.910 --> 00:11:41.040 but that kind of breaks my heart at the same time. 00:11:41.040 --> 00:11:43.110 So those are some of my thoughts 00:11:43.110 --> 00:11:46.230 as I think about the power and future of AI. 00:11:46.230 --> 00:11:48.027 - And then let's go to Madeline 00:11:48.027 --> 00:11:50.280 for the last sort of answer on this one. 00:11:50.280 --> 00:11:51.600 We'll come to Malia for the next question 00:11:51.600 --> 00:11:53.010 because that's juicy as well. 00:11:53.010 --> 00:11:54.660 Madeline, any thoughts here? 00:11:54.660 --> 00:11:56.130 - Absolutely. 00:11:56.130 --> 00:12:00.390 So for just a little bit of context, I am an English teacher 00:12:00.390 --> 00:12:03.390 and the English department chair at Hobart High School. 00:12:03.390 --> 00:12:07.680 And we do a lot of partnership with early college programs. 00:12:07.680 --> 00:12:10.800 So we have a lot of students who are juniors, 00:12:10.800 --> 00:12:14.250 sophomores who are taking college level classes. 00:12:14.250 --> 00:12:16.290 That's amazing for them and wonderful for them, 00:12:16.290 --> 00:12:19.110 but we're in a very blue collar town. 00:12:19.110 --> 00:12:21.480 I have a lot of first-generation college students 00:12:21.480 --> 00:12:23.280 and a lot of kids who have to work 00:12:23.280 --> 00:12:27.300 to help their parents pay the rent or the mortgage. 00:12:27.300 --> 00:12:31.470 And they have practice for their multiple sports 00:12:31.470 --> 00:12:33.870 on top of that because the competition 00:12:33.870 --> 00:12:37.140 among students to be able to get into colleges 00:12:37.140 --> 00:12:39.600 as the cost is getting higher and higher, 00:12:39.600 --> 00:12:42.030 it's just getting all the more expensive for them. 00:12:42.030 --> 00:12:46.170 And there's so much fear about not being able to be enough. 00:12:46.170 --> 00:12:48.990 So one of the areas that I think hasn't been touched on 00:12:48.990 --> 00:12:51.420 a lot in this conversation so far 00:12:51.420 --> 00:12:55.090 has been on how is it going to help our students? 00:12:55.090 --> 00:12:57.690 I guess I am building off of what Sal said a little bit 00:12:57.690 --> 00:12:59.880 in terms of leveling the playing field. 00:12:59.880 --> 00:13:02.700 I was looking over my students' Khanmigo chat history 00:13:02.700 --> 00:13:05.910 and I was watching the different timeframes 00:13:05.910 --> 00:13:07.770 in which they were logging in and using it. 00:13:07.770 --> 00:13:09.250 And many of them were using it 00:13:09.250 --> 00:13:11.550 after I would have gone to bed, right? 00:13:11.550 --> 00:13:14.490 I would not be available for my students. 00:13:14.490 --> 00:13:17.280 And I used to feel this paranoia 00:13:17.280 --> 00:13:20.130 about needing to check my email all the time 00:13:20.130 --> 00:13:22.230 in my off hours just to make sure 00:13:22.230 --> 00:13:24.910 that if my kids had a question, 00:13:24.910 --> 00:13:27.390 God forbid it was the night before the essay was due, 00:13:27.390 --> 00:13:28.560 but let's all be real. 00:13:28.560 --> 00:13:31.980 We know our kids, we know that they're gonna do that. 00:13:31.980 --> 00:13:33.990 But when I'm not reachable, 00:13:33.990 --> 00:13:36.780 I want to know that they have the ability 00:13:36.780 --> 00:13:38.553 to get their needs met. 00:13:39.480 --> 00:13:42.570 So this is a great way to be able to do that. 00:13:42.570 --> 00:13:43.730 - Yeah, I think that's a great call. 00:13:43.730 --> 00:13:46.890 I think even the world's greatest educator 00:13:46.890 --> 00:13:49.890 can't be by their students' sides at every single moment, 00:13:49.890 --> 00:13:51.570 nor should we expect them to. 00:13:51.570 --> 00:13:54.210 And so to have that resource there in that moment 00:13:54.210 --> 00:13:56.070 when they need it, that's pretty powerful. 00:13:56.070 --> 00:13:59.830 Okay, speaking of the power of AI 00:13:59.830 --> 00:14:01.350 and then also a little bit of the dark side, 00:14:01.350 --> 00:14:04.830 I've got to tell you, it is overwhelming in the Q&A. 00:14:04.830 --> 00:14:06.570 The top two questions are from Wendy. 00:14:06.570 --> 00:14:08.850 How do students use AI without cheating? 00:14:08.850 --> 00:14:11.520 And from Erica, how best can we detect students 00:14:11.520 --> 00:14:15.240 using AI inappropriately and then handle those situations? 00:14:15.240 --> 00:14:17.040 So for our guest panel, 00:14:17.040 --> 00:14:20.160 I know we all have different experiences with cheating 00:14:20.160 --> 00:14:22.080 or with trying to prevent that. 00:14:22.080 --> 00:14:26.340 Thoughts about how teachers can grapple with this reality. 00:14:26.340 --> 00:14:27.983 And let's go to Madeline, 00:14:27.983 --> 00:14:30.630 because I know Madeline, you've seen this quite a bit. 00:14:30.630 --> 00:14:32.730 You probably have some strong thoughts here. 00:14:32.730 --> 00:14:33.990 - I have, yeah. 00:14:33.990 --> 00:14:37.650 So even when we were doing our beta test with Khanmigo, 00:14:37.650 --> 00:14:41.400 actually, I did run into this issue a little bit 00:14:41.400 --> 00:14:44.700 where we'd had conversations about responsible use 00:14:44.700 --> 00:14:46.380 with our students, 00:14:46.380 --> 00:14:50.820 and they didn't always want to follow those parameters. 00:14:50.820 --> 00:14:54.510 I think the reality that we have to face with AI 00:14:54.510 --> 00:14:59.510 is it's a crisis that is not entirely unfamiliar to us. 00:15:00.450 --> 00:15:02.640 We went through this same thing 00:15:02.640 --> 00:15:05.490 when Google came out in the field of education. 00:15:05.490 --> 00:15:06.780 People just concluded like, 00:15:06.780 --> 00:15:08.460 oh God, no kid is ever gonna have 00:15:08.460 --> 00:15:10.590 to memorize anything anymore. 00:15:10.590 --> 00:15:12.180 And what did we have to do? 00:15:12.180 --> 00:15:15.250 We had to change the way that we assigned content 00:15:15.250 --> 00:15:18.480 to focus less on rote memorization. 00:15:18.480 --> 00:15:21.180 And I think we're gonna see that same kind of shift here. 00:15:21.180 --> 00:15:25.560 So one thing that my district has done, just for context, 00:15:25.560 --> 00:15:27.990 I've been working with my superintendent a lot 00:15:27.990 --> 00:15:31.440 and kind of been spearheading our AI initiative 00:15:31.440 --> 00:15:32.940 in our district. 00:15:32.940 --> 00:15:35.280 I'm gonna share my screen really quick. 00:15:35.280 --> 00:15:36.990 Let's see. 00:15:36.990 --> 00:15:38.910 I want to share this. 00:15:38.910 --> 00:15:42.270 Okay, so one thing that our district built 00:15:42.270 --> 00:15:46.230 to help with this issue is we built a rubric. 00:15:46.230 --> 00:15:48.550 It was based off of Matt Miller 00:15:48.550 --> 00:15:51.873 and his AI for Educators book. 00:15:52.890 --> 00:15:54.690 Our mascot is the brickie. 00:15:54.690 --> 00:15:56.190 I know that won't make sense to a lot of you, 00:15:56.190 --> 00:15:57.350 but just go with me on this. 00:15:57.350 --> 00:15:59.850 We have a rubric that we've made 00:15:59.850 --> 00:16:02.370 where we have human generated at the bottom 00:16:02.370 --> 00:16:04.920 and AI generated at the top. 00:16:04.920 --> 00:16:07.500 And we have descriptors in here for the level 00:16:07.500 --> 00:16:11.730 to which AI would be allowed to be used. 00:16:11.730 --> 00:16:14.130 So when each assignment would be given, 00:16:14.130 --> 00:16:15.540 we would be able to say, 00:16:15.540 --> 00:16:19.860 okay, kids, this is the level of comfort level 00:16:19.860 --> 00:16:24.860 we have with you using AI versus human generated content. 00:16:24.900 --> 00:16:27.480 So, for instance, here, the one that I'm on right now, 00:16:27.480 --> 00:16:31.020 it talks about using AI to help with brainstorming, 00:16:31.020 --> 00:16:33.900 but then having to go find sources on their own 00:16:33.900 --> 00:16:36.030 that address that same subject. 00:16:36.030 --> 00:16:40.710 And through having access to chat history with Khanmigo, 00:16:40.710 --> 00:16:45.550 that will help a lot in terms of mitigating those concerns. 00:16:45.550 --> 00:16:46.383 - Awesome, I love that. 00:16:46.383 --> 00:16:48.420 And Madeline, I will follow up with you afterwards 00:16:48.420 --> 00:16:49.820 and see if we can borrow that to share with others. 00:16:49.820 --> 00:16:51.510 So that everyone's taking screenshots 00:16:51.510 --> 00:16:52.343 as you were sharing that. 00:16:52.343 --> 00:16:53.400 That was so cool. 00:16:53.400 --> 00:16:54.480 - Love it. 00:16:54.480 --> 00:16:55.500 - Let's go next to Kelly. 00:16:55.500 --> 00:16:57.480 Kelly, what's your take on this question? 00:16:57.480 --> 00:16:58.833 - Yeah, hi everyone. 00:17:00.540 --> 00:17:03.150 I think this question always comes up 00:17:03.150 --> 00:17:05.940 and I think personally, 00:17:05.940 --> 00:17:08.430 we keep doing the same things we always do 00:17:08.430 --> 00:17:10.830 to prevent cheating, regardless of the source. 00:17:10.830 --> 00:17:12.150 Kids are gonna cheat if they're gonna cheat. 00:17:12.150 --> 00:17:13.400 They're gonna find a way. 00:17:15.240 --> 00:17:18.480 I think, and I love what Madeline just shared 00:17:18.480 --> 00:17:21.060 because part of what I think is also, 00:17:21.060 --> 00:17:23.550 it's educating everyone around the student too. 00:17:23.550 --> 00:17:26.710 Making sure everyone on your teaching team 00:17:26.710 --> 00:17:30.810 knows how to use these tools and knows about these options. 00:17:30.810 --> 00:17:33.180 Parents, making sure parents know, 00:17:33.180 --> 00:17:34.950 perhaps having some informative nights 00:17:34.950 --> 00:17:36.630 and materials that can go out to families 00:17:36.630 --> 00:17:39.150 so they know how to work with their children 00:17:39.150 --> 00:17:41.913 on some of these platforms. 00:17:42.960 --> 00:17:44.580 So, I think it's just new. 00:17:44.580 --> 00:17:47.520 And I think you do the same thing we always do, 00:17:47.520 --> 00:17:51.573 like designing assignments to circumvent cheating as well. 00:17:53.150 --> 00:17:56.250 Making sure there's steps in the process 00:17:56.250 --> 00:17:57.670 that they have to go through 00:17:57.670 --> 00:18:02.670 that in the end results in their own thinking there too. 00:18:02.670 --> 00:18:04.230 And I also love, 00:18:04.230 --> 00:18:06.540 the thing about something like Khanmigo that I like 00:18:06.540 --> 00:18:08.220 is that backend data too. 00:18:08.220 --> 00:18:11.580 So it's not, if you're promoting the use of it, 00:18:11.580 --> 00:18:15.690 teaching them how to use it, including it in the assignment, 00:18:15.690 --> 00:18:19.773 perhaps we can be more likely to, 00:18:21.360 --> 00:18:23.130 not control it necessarily, 00:18:23.130 --> 00:18:25.560 but be able to see later in that data 00:18:25.560 --> 00:18:26.790 how students are using it too. 00:18:26.790 --> 00:18:28.740 So I think it's all those things combined 00:18:28.740 --> 00:18:30.420 with what we're already doing. 00:18:30.420 --> 00:18:32.850 And right now the biggest part of it 00:18:32.850 --> 00:18:35.370 is just making sure we're educating 00:18:35.370 --> 00:18:37.100 all of our staff and families, 00:18:37.100 --> 00:18:39.230 and parents and people working with students 00:18:39.230 --> 00:18:41.340 on how to use it properly. 00:18:41.340 --> 00:18:42.450 - That's awesome. 00:18:42.450 --> 00:18:43.890 And then finally, let's go to Sal. 00:18:43.890 --> 00:18:45.660 So I'd love for you to speak to this, 00:18:45.660 --> 00:18:47.850 and then I would love to dive into math next, 00:18:47.850 --> 00:18:50.040 because I know that's a hot topic as well. 00:18:50.040 --> 00:18:50.873 - I'll just say a little bit 00:18:50.873 --> 00:18:52.410 from the technology side of things. 00:18:52.410 --> 00:18:53.640 Anyone who's telling you, 00:18:53.640 --> 00:18:54.960 and I know there's a lot of folks out there 00:18:54.960 --> 00:18:57.660 who are claiming that they're creating 00:18:57.660 --> 00:18:59.570 generative AI writing detectors 00:18:59.570 --> 00:19:01.590 the same way that you have plagiarism detectors. 00:19:01.590 --> 00:19:04.473 Anyone who says that to you is selling you snake oil. 00:19:05.880 --> 00:19:07.890 So be very suspicious of anything else 00:19:07.890 --> 00:19:09.933 that comes out of that person's mouth. 00:19:11.430 --> 00:19:13.050 There are ways that you might be able to do it 00:19:13.050 --> 00:19:17.250 in very basic ways that might detect it in some cases, 00:19:17.250 --> 00:19:20.670 but we know our students, your students, 00:19:20.670 --> 00:19:23.280 it's going to be very easy to circumvent that. 00:19:23.280 --> 00:19:25.080 And I think we should all operate 00:19:25.080 --> 00:19:27.690 from the assumption that it's essentially undetectable. 00:19:27.690 --> 00:19:28.950 I think that's the only safe assumption. 00:19:28.950 --> 00:19:33.950 So the option that we all have is the non-tech options are, 00:19:36.390 --> 00:19:37.860 hopefully some type of an honor code 00:19:37.860 --> 00:19:39.330 could be used in certain cases. 00:19:39.330 --> 00:19:40.620 In certain cases, I'm sure many of y'all 00:19:40.620 --> 00:19:42.210 would probably roll your eyes and say, nope, not. 00:19:42.210 --> 00:19:45.150 I think it's too tempting when you have something 00:19:45.150 --> 00:19:47.790 that can write an essay so easily for you. 00:19:47.790 --> 00:19:49.050 And there's a lot of gray area 00:19:49.050 --> 00:19:51.180 around like how much help is too much help. 00:19:51.180 --> 00:19:53.460 The other option is obviously just do more in class. 00:19:53.460 --> 00:19:54.510 You're not obviously be able to do 00:19:54.510 --> 00:19:56.700 like very ambitious projects in class, 00:19:56.700 --> 00:19:59.100 but you'll be able to maybe do some more of that. 00:19:59.100 --> 00:20:02.070 The other extreme is have more ambitious projects 00:20:02.070 --> 00:20:03.840 and say, yeah, use whatever you're going to use. 00:20:03.840 --> 00:20:04.860 I don't think that's appropriate 00:20:04.860 --> 00:20:06.930 for like kids who are learning to write. 00:20:06.930 --> 00:20:10.410 That might be appropriate at like late high school 00:20:10.410 --> 00:20:12.360 or college where they already know how to write 00:20:12.360 --> 00:20:14.250 and they're making a business or something like that. 00:20:14.250 --> 00:20:15.490 So I don't think that's a viable option. 00:20:15.490 --> 00:20:18.930 I think the reality is if we want, 00:20:18.930 --> 00:20:20.730 which I want, and I think most of y'all want, 00:20:20.730 --> 00:20:22.620 if we want kids to continue to do the types 00:20:22.620 --> 00:20:25.343 of research papers, term papers that all of us grew up with, 00:20:25.343 --> 00:20:28.920 because it did help us think, it did help us learn to write, 00:20:28.920 --> 00:20:30.600 and even just to project manage ourselves 00:20:30.600 --> 00:20:34.380 and to regulate ourselves and plan something on our own, 00:20:34.380 --> 00:20:36.670 I think it's going to have to be in a safe environment 00:20:36.670 --> 00:20:40.980 where you can keep track of the process. 00:20:40.980 --> 00:20:42.780 And this is what we're trying to do at Khanmigo 00:20:42.780 --> 00:20:45.750 where the teacher can assign the assignment 00:20:45.750 --> 00:20:48.450 through the AI and the teacher could decide 00:20:48.450 --> 00:20:51.150 how much help or no help the AI should do, 00:20:51.150 --> 00:20:55.440 but then the student has essentially has to do the paper 00:20:55.440 --> 00:20:57.150 in that type of an environment 00:20:57.150 --> 00:20:59.910 so that essentially there's an audit trail of their work. 00:20:59.910 --> 00:21:01.740 And we can see, oh, it took them this many hours. 00:21:01.740 --> 00:21:04.290 And this was V1 after for one hour, 00:21:04.290 --> 00:21:05.140 this is V2 after two hours. 00:21:05.140 --> 00:21:08.690 And I think if students know that there's that audit trail, 00:21:08.690 --> 00:21:11.340 it becomes much harder for them to just go to ChatGPT 00:21:11.340 --> 00:21:13.860 and generate something and copy and paste it. 00:21:13.860 --> 00:21:14.693 - Very cool. 00:21:14.693 --> 00:21:17.370 Okay, so now to switch from this idea 00:21:17.370 --> 00:21:19.470 of how do we deal with the realities 00:21:19.470 --> 00:21:21.030 of students in the classroom 00:21:21.030 --> 00:21:22.770 to the realities of math education. 00:21:22.770 --> 00:21:24.510 I think this is the perfect question for Sal. 00:21:24.510 --> 00:21:26.310 Peter says, my interest is math. 00:21:26.310 --> 00:21:28.170 I watched the last Khanmigo presentation 00:21:28.170 --> 00:21:30.720 and was disappointed that use in math was not covered. 00:21:30.720 --> 00:21:32.790 And that's totally on me, Peter. 00:21:32.790 --> 00:21:36.180 Definitely, I have a little bias towards the humanities, 00:21:36.180 --> 00:21:39.130 but I'm really excited to remediate that today 00:21:39.130 --> 00:21:41.890 because Sal, of course, got to start with Khan Academy 00:21:41.890 --> 00:21:44.910 as a math tutor to his own cousin. 00:21:44.910 --> 00:21:48.810 So what Peter wants to know, Sal, is what are the use cases 00:21:48.810 --> 00:21:50.940 for applying Khanmigo as a math tutor? 00:21:50.940 --> 00:21:54.060 We know that these AI tools are so great with verbal skills, 00:21:54.060 --> 00:21:55.440 so great with writing. 00:21:55.440 --> 00:21:56.760 What about the math context? 00:21:56.760 --> 00:21:58.140 What should Peter know? 00:21:58.140 --> 00:22:01.020 - Yeah, and in all fairness, this is still early days 00:22:01.020 --> 00:22:03.240 where we're trying to put a lot of stuff out there 00:22:03.240 --> 00:22:06.600 and learn what's working and better or worse. 00:22:06.600 --> 00:22:09.420 You know, the core idea behind Khan Academy that, 00:22:09.420 --> 00:22:12.330 and now we have actually a ton of efficacy data behind it, 00:22:12.330 --> 00:22:13.920 and everyone here is gonna hear more about it, 00:22:13.920 --> 00:22:15.480 but there's 50-plus efficacy studies 00:22:15.480 --> 00:22:18.570 on Khan Academy before generative AI. 00:22:18.570 --> 00:22:21.367 And it's all around, if students are able to put in, 00:22:21.367 --> 00:22:23.430 you know, the threshold that have been in these studies 00:22:23.430 --> 00:22:24.810 is 18 hours a year. 00:22:24.810 --> 00:22:27.273 It amounts to about 30 to 60 minutes a week. 00:22:28.150 --> 00:22:30.090 And they're able to do personalized practice. 00:22:30.090 --> 00:22:32.040 And different teachers have implemented in different ways, 00:22:32.040 --> 00:22:32.940 but the bottom line, 00:22:32.940 --> 00:22:35.250 if they're able to get those two to three 00:22:35.250 --> 00:22:38.250 20-minute sessions a week for most of the school year, 00:22:38.250 --> 00:22:39.780 these kids are dramatically accelerating. 00:22:39.780 --> 00:22:41.280 They're accelerating depending on the study 00:22:41.280 --> 00:22:44.580 and the grade level, 30, 40, 50, 60%. 00:22:44.580 --> 00:22:45.930 And so the key question for us is, 00:22:45.930 --> 00:22:47.640 okay, we have these studies, 00:22:47.640 --> 00:22:50.250 how do we get more kids to engage 00:22:50.250 --> 00:22:52.230 and to feel progress at that? 00:22:52.230 --> 00:22:53.850 I think all educators know, 00:22:53.850 --> 00:22:58.230 regards motivation and engagement is often the key. 00:22:58.230 --> 00:22:59.580 You know, even 30 years ago, 00:22:59.580 --> 00:23:01.050 if you're sufficiently motivated, 00:23:01.050 --> 00:23:03.060 you could power through a textbook if you really had to, 00:23:03.060 --> 00:23:05.823 but most people weren't that motivated. 00:23:06.900 --> 00:23:09.090 And so, you know, on the Khan Academy side, 00:23:09.090 --> 00:23:11.310 that's why we've always wanted to provide supports 00:23:11.310 --> 00:23:13.020 like videos, et cetera, et cetera. 00:23:13.020 --> 00:23:15.240 I think generative AI 00:23:15.240 --> 00:23:16.830 and what we're trying to do with Khanmigo, 00:23:16.830 --> 00:23:19.620 we're seeing as another powerful support. 00:23:19.620 --> 00:23:22.530 I'm curious, well, at places like KWS, 00:23:22.530 --> 00:23:23.363 we do have math teacher, 00:23:23.363 --> 00:23:24.720 I know they're not here today who've been using, 00:23:24.720 --> 00:23:26.280 I'll tell you what I've been hearing, 00:23:26.280 --> 00:23:29.190 that it has been able to unblock students 00:23:29.190 --> 00:23:31.560 where they might have been blocked before. 00:23:31.560 --> 00:23:34.020 Sometimes it's a block of literally they're confused, 00:23:34.020 --> 00:23:34.920 they've watched the video, 00:23:34.920 --> 00:23:36.150 it still doesn't make sense to them. 00:23:36.150 --> 00:23:38.160 They've read the article, they've looked at the hints, 00:23:38.160 --> 00:23:39.810 it still doesn't make sense to them. 00:23:39.810 --> 00:23:41.880 So that helps to have that generic gen AI. 00:23:41.880 --> 00:23:43.110 And just so y'all know, 00:23:43.110 --> 00:23:47.100 we've done a lot above and beyond the core GPT-4 model 00:23:47.100 --> 00:23:49.680 and, you know, ChatGPT uses GPT 3.5 00:23:49.680 --> 00:23:51.570 or at least the free version does, 00:23:51.570 --> 00:23:54.120 but even GPT-4, which is dramatically better, 00:23:54.120 --> 00:23:54.953 we've done a lot of work 00:23:54.953 --> 00:23:56.880 to make it a much, much better at math. 00:23:56.880 --> 00:23:59.660 And so we've definitely already heard feedback 00:23:59.660 --> 00:24:00.630 in the first three months, 00:24:00.630 --> 00:24:02.370 the last three months of last school year 00:24:02.370 --> 00:24:03.660 when we were piloting it, 00:24:03.660 --> 00:24:07.830 that it is helping students get their questions answered 00:24:07.830 --> 00:24:10.740 in the moment, oftentimes on exactly that question 00:24:10.740 --> 00:24:12.660 that they're struggling with or that concept. 00:24:12.660 --> 00:24:14.100 Sometimes it's a motivational block, 00:24:14.100 --> 00:24:15.630 like why do I need to learn this? 00:24:15.630 --> 00:24:16.860 The famous question, 00:24:16.860 --> 00:24:19.503 the AI can help out with things like that. 00:24:21.180 --> 00:24:24.780 And so those are, I think, the two clear math use cases. 00:24:24.780 --> 00:24:29.010 And then beyond that, we do have a general tutor me in STEM 00:24:29.010 --> 00:24:30.750 or math type of subjects 00:24:30.750 --> 00:24:33.150 where if a student just has any broad question, 00:24:33.150 --> 00:24:33.983 and I could imagine, 00:24:33.983 --> 00:24:35.460 and this is kind of something we threw out there, 00:24:35.460 --> 00:24:39.810 it's a new scope for Khan Academy, which is, you know, 00:24:39.810 --> 00:24:42.180 if they're working on a particular exercise on Khan Academy 00:24:42.180 --> 00:24:43.590 or watching a video and they're confused, 00:24:43.590 --> 00:24:45.720 Khanmigo can show up during those sessions 00:24:45.720 --> 00:24:47.490 and it has the context of the video. 00:24:47.490 --> 00:24:48.323 So you can say, 00:24:48.323 --> 00:24:49.800 I don't understand what Sal meant at this moment. 00:24:49.800 --> 00:24:52.170 And it can answer that, or wait, this question, 00:24:52.170 --> 00:24:53.790 I don't understand what this question is asking for. 00:24:53.790 --> 00:24:54.663 It can do that. 00:24:55.920 --> 00:24:59.850 The general tutor one, we could imagine that being used 00:24:59.850 --> 00:25:02.100 when you're even doing your non-Khan Academy work, 00:25:02.100 --> 00:25:06.180 when, you know, maybe students are in a project 00:25:06.180 --> 00:25:07.590 and if they're confused about something, 00:25:07.590 --> 00:25:08.880 maybe even during a lecture, 00:25:08.880 --> 00:25:10.590 if they're confused about something right in that moment, 00:25:10.590 --> 00:25:13.860 they can get an answer to it. 00:25:13.860 --> 00:25:15.570 We obviously haven't had time 00:25:15.570 --> 00:25:18.480 to do rich efficacy studies yet. 00:25:18.480 --> 00:25:21.060 We have done some pretty robust user research 00:25:21.060 --> 00:25:23.580 to at least make sure that it's not doing harm. 00:25:23.580 --> 00:25:26.850 So far, the initial indications are it's not doing harm. 00:25:26.850 --> 00:25:27.690 I think there are a little bit 00:25:27.690 --> 00:25:29.130 of classroom management issues sometimes 00:25:29.130 --> 00:25:30.997 because there's so much that you can do with the AI that, 00:25:30.997 --> 00:25:33.300 you know, okay, don't talk to Abraham Lincoln right now, 00:25:33.300 --> 00:25:35.010 we have to work on our math. 00:25:35.010 --> 00:25:37.140 So we're thinking through with educators 00:25:37.140 --> 00:25:40.353 on how we can control that a little bit better. 00:25:41.580 --> 00:25:43.500 But, and we have some early indications 00:25:43.500 --> 00:25:47.100 that it is indeed helping kids be more engaged in their, 00:25:47.100 --> 00:25:49.200 at least in their Khan Academy core work 00:25:49.200 --> 00:25:50.310 and be less unblocked, 00:25:50.310 --> 00:25:52.623 but that's still a very preliminary news. 00:25:53.590 --> 00:25:54.930 - Very cool. 00:25:54.930 --> 00:25:58.050 And then let's go next to Malia, Malia. 00:25:58.050 --> 00:26:01.440 - I wanted to focus on something Sal said right there 00:26:01.440 --> 00:26:04.770 about students being able to kind of like ask in the moment, 00:26:04.770 --> 00:26:06.690 like even if they're listening to a lecture 00:26:06.690 --> 00:26:09.480 or even in like a live class session, 00:26:09.480 --> 00:26:10.950 just to kind of share an antidote 00:26:10.950 --> 00:26:14.220 from one of my classes this past term, 00:26:14.220 --> 00:26:15.990 we were talking about the founding fathers 00:26:15.990 --> 00:26:17.880 and we were, the students were reading a book 00:26:17.880 --> 00:26:19.650 that was talking a lot about Ben Franklin 00:26:19.650 --> 00:26:21.750 and the book was also talking a lot 00:26:21.750 --> 00:26:23.910 about his sister, Jane, right? 00:26:23.910 --> 00:26:25.770 And the book was talking about how Ben 00:26:25.770 --> 00:26:27.390 kind of went from rags to riches 00:26:27.390 --> 00:26:30.720 and Jane went from rags to rags, right? 00:26:30.720 --> 00:26:32.700 And one of my students had the question, 00:26:32.700 --> 00:26:35.010 is this author biased, right? 00:26:35.010 --> 00:26:37.920 Okay, so I want them to discuss that baby, 00:26:37.920 --> 00:26:39.180 that's a good one, right? 00:26:39.180 --> 00:26:41.370 I don't wanna like show my hand. 00:26:41.370 --> 00:26:44.550 So I said, why don't we ask Khanmigo, right? 00:26:44.550 --> 00:26:45.493 And so we sat around and we talked about, 00:26:45.493 --> 00:26:48.420 all right, how would we prompt this, right? 00:26:48.420 --> 00:26:50.580 How are we gonna get the information that we want? 00:26:50.580 --> 00:26:52.170 And Khanmigo was able to play with it 00:26:52.170 --> 00:26:54.330 and it knew exactly the passage we were talking about. 00:26:54.330 --> 00:26:55.980 And then it gave an answer about like, 00:26:55.980 --> 00:26:59.220 this is the difference between bias and perspective 00:26:59.220 --> 00:27:01.200 and all historians have a perspective 00:27:01.200 --> 00:27:03.000 and like, what do you think, right? 00:27:03.000 --> 00:27:06.240 So that was an opportunity for me to decenter myself 00:27:06.240 --> 00:27:08.010 and let them have the conversation 00:27:08.010 --> 00:27:10.170 that they were organically having. 00:27:10.170 --> 00:27:13.080 And so I think that's like a good kind of like in the moment 00:27:13.080 --> 00:27:15.930 and then again, that modeling of how do we get 00:27:15.930 --> 00:27:20.490 the types of responses that we want out of this fun tool. 00:27:20.490 --> 00:27:22.380 - Very cool, and then one last thought here, 00:27:22.380 --> 00:27:23.850 Madeline, give us your take 00:27:23.850 --> 00:27:26.190 and then we're gonna go to a live caller, if you will. 00:27:26.190 --> 00:27:27.023 So get ready. 00:27:28.980 --> 00:27:31.560 - I saw someone in the chat also asking like, 00:27:31.560 --> 00:27:33.990 when is science going to come into the equation as well? 00:27:33.990 --> 00:27:37.950 So I wanted to bring something up that I know 00:27:37.950 --> 00:27:39.750 had been helpful for a science teacher 00:27:39.750 --> 00:27:42.060 who piloted Khanmigo in my building. 00:27:42.060 --> 00:27:45.240 She and her students really appreciated the fact 00:27:45.240 --> 00:27:49.170 that Khanmigo is great at giving analogies 00:27:49.170 --> 00:27:52.740 for particular concepts involving like the sciences 00:27:52.740 --> 00:27:55.350 and involving history. 00:27:55.350 --> 00:27:59.040 So one of the things that immediately comes to mind for me 00:27:59.040 --> 00:28:01.020 is the cell wall, right? 00:28:01.020 --> 00:28:03.750 I was really bad at biology when I was in high school 00:28:03.750 --> 00:28:05.730 and I didn't have a resource like this. 00:28:05.730 --> 00:28:09.690 So I went into Khanmigo and I asked for some analogies 00:28:09.690 --> 00:28:14.640 for the actual term, make it make sense to me. 00:28:14.640 --> 00:28:16.770 And it was able to give me like five 00:28:16.770 --> 00:28:18.590 or six different analogies 00:28:18.590 --> 00:28:20.580 that made that concept make more sense. 00:28:20.580 --> 00:28:22.080 And I think the final one that it came up with 00:28:22.080 --> 00:28:24.070 was like Captain America's shield. 00:28:24.070 --> 00:28:25.560 And I loved that. 00:28:25.560 --> 00:28:28.350 So I was immediately picturing an activity 00:28:28.350 --> 00:28:31.250 where you could take your vocab list of scientific terms 00:28:31.250 --> 00:28:33.840 and have Khanmigo give a bunch of analogies 00:28:33.840 --> 00:28:37.230 that would help it stick with your kids better. 00:28:37.230 --> 00:28:39.600 So that's a great way that it would be able to be more 00:28:39.600 --> 00:28:41.130 than just an answer machine. 00:28:41.130 --> 00:28:43.470 It's a way to cement knowledge for them. 00:28:43.470 --> 00:28:47.520 - You know, I'll add to that because I, you know, 00:28:47.520 --> 00:28:48.840 for those of you who don't know my process 00:28:48.840 --> 00:28:50.310 when I make say science videos, 00:28:50.310 --> 00:28:51.660 some of them I have the intuition, 00:28:51.660 --> 00:28:54.390 but a lot of it, you know, I spent a lot of time researching 00:28:54.390 --> 00:28:55.800 and I don't even want to make a video 00:28:55.800 --> 00:28:58.970 until I feel like I really have a conceptual understanding 00:28:58.970 --> 00:29:01.170 of this thing. 00:29:01.170 --> 00:29:03.510 I've been using Khanmigo myself, 00:29:03.510 --> 00:29:06.570 you know, a couple of months ago, 00:29:06.570 --> 00:29:08.040 I was always curious about, you know, 00:29:08.040 --> 00:29:10.920 why does supernova, you know, 00:29:10.920 --> 00:29:12.540 if you're out of fuel in the star, 00:29:12.540 --> 00:29:13.710 why doesn't it just collapse? 00:29:13.710 --> 00:29:16.290 Why does it eject material? 00:29:16.290 --> 00:29:17.790 Conceptually, why does it do that? 00:29:17.790 --> 00:29:20.640 And I went to Khanmigo, tutor me in STEM, 00:29:20.640 --> 00:29:21.900 and I mean, it was beautiful. 00:29:21.900 --> 00:29:24.390 It said, well, do you have any theories why it does that? 00:29:24.390 --> 00:29:26.550 And I was like, oh, you're asking me. 00:29:26.550 --> 00:29:28.770 And I was like, well, huh. 00:29:28.770 --> 00:29:29.760 You know, and it made me think, 00:29:29.760 --> 00:29:31.380 and I'm like, well, I don't know. 00:29:31.380 --> 00:29:32.520 Is it like a rebound? 00:29:32.520 --> 00:29:35.460 Is it like, you know, and then they're like, yeah, 00:29:35.460 --> 00:29:36.660 Khanmigo's like, yeah, you're on the right track 00:29:36.660 --> 00:29:40.530 because the collapse is, there's a lot of pressure 00:29:40.530 --> 00:29:41.970 and it's so dramatic. 00:29:41.970 --> 00:29:44.460 Like, you know, have you ever seen 00:29:44.460 --> 00:29:46.770 anything drop from a high height that doesn't bounce? 00:29:46.770 --> 00:29:48.150 Like, I'm like, oh, good point. 00:29:48.150 --> 00:29:51.930 And like, so it's, yes, it's that then the bounce ejects 00:29:51.930 --> 00:29:54.130 some of the stuff on the, and I never understood that. 00:29:54.130 --> 00:29:54.963 And this is, you know, 00:29:54.963 --> 00:29:56.760 this is something I've always been interested in. 00:29:56.760 --> 00:30:00.450 I've even asked experts and they never quite gave it to me, 00:30:00.450 --> 00:30:01.590 or sometimes they gave me an explanation 00:30:01.590 --> 00:30:04.260 without making me think it through myself. 00:30:04.260 --> 00:30:06.960 So yeah, I actually think science is one of the areas, 00:30:06.960 --> 00:30:09.270 because so much of science, if we want, 00:30:09.270 --> 00:30:10.470 and I think we all want the kids 00:30:10.470 --> 00:30:12.810 to go beyond memorizing the formulas 00:30:12.810 --> 00:30:14.940 or memorizing the terms. 00:30:14.940 --> 00:30:15.773 So much of science 00:30:15.773 --> 00:30:18.180 is making sure you understand it conceptually. 00:30:18.180 --> 00:30:20.430 And, you know, we've gone to great pains 00:30:20.430 --> 00:30:21.630 over the years at Khan Academy 00:30:21.630 --> 00:30:23.820 to hopefully do that through videos and articles, 00:30:23.820 --> 00:30:26.580 but, you know, different metaphors, different visualizations 00:30:26.580 --> 00:30:28.140 are gonna connect for different folks. 00:30:28.140 --> 00:30:30.360 And I think this is where it's really powerful. 00:30:30.360 --> 00:30:31.193 - Love that. 00:30:31.193 --> 00:30:33.340 Definitely so much creativity baked in here. 00:30:34.410 --> 00:30:36.540 Let's do, speaking of creativity, 00:30:36.540 --> 00:30:37.850 let's do something a little crazy. 00:30:37.850 --> 00:30:40.710 We never actually tried here at Khan Academy before. 00:30:40.710 --> 00:30:42.300 Let's do some live call-in. 00:30:42.300 --> 00:30:45.480 And I know live talk radio and ed tech 00:30:45.480 --> 00:30:46.680 don't always go together. 00:30:46.680 --> 00:30:48.690 Let's give it a shot in the interest of innovation. 00:30:48.690 --> 00:30:50.520 So Sandhya, I know you've had your hand up for a while. 00:30:50.520 --> 00:30:52.020 Thank you for your patience. 00:30:52.020 --> 00:30:54.120 I'll give you the chance to unmute your line. 00:30:54.120 --> 00:30:55.890 Feel free to come on, Sandhya, if you can. 00:30:55.890 --> 00:30:56.723 Ask your questions. 00:30:56.723 --> 00:30:57.556 - [Sandhya] I'm so excited. 00:30:57.556 --> 00:30:58.770 I've never done this before either. 00:30:58.770 --> 00:31:01.560 Thank you for giving me this opportunity. 00:31:01.560 --> 00:31:03.300 So I'm a math teacher. 00:31:03.300 --> 00:31:04.410 I teach seventh grade math. 00:31:04.410 --> 00:31:08.490 And I went back this year after 13 years. 00:31:08.490 --> 00:31:10.280 The math teacher quit in the middle of the year 00:31:10.280 --> 00:31:12.810 at my daughter's school and they asked me to fill in. 00:31:12.810 --> 00:31:15.450 So my learning curve is extremely steep 00:31:15.450 --> 00:31:16.890 coming back after 13 years. 00:31:16.890 --> 00:31:18.450 And then with all these tools, 00:31:18.450 --> 00:31:20.727 and I've spent the whole summer studying IAI. 00:31:20.727 --> 00:31:22.350 And I was looking at the question 00:31:22.350 --> 00:31:24.810 that we had asked in the Khanmigo 00:31:24.810 --> 00:31:28.440 about the help with multiplying two fractions. 00:31:28.440 --> 00:31:29.640 And the response that came back 00:31:29.640 --> 00:31:33.270 was basically multiply the numerator and the denominator. 00:31:33.270 --> 00:31:36.360 Is AI or Khanmigo able to go into more, 00:31:36.360 --> 00:31:38.340 I think, Sal, you were talking about 00:31:38.340 --> 00:31:39.900 conceptual understanding that, 00:31:39.900 --> 00:31:42.660 well, why are we multiplying the numerator and denominator? 00:31:42.660 --> 00:31:46.080 Or are they just going to get the steps? 00:31:46.080 --> 00:31:47.430 - Great question. 00:31:47.430 --> 00:31:50.170 - Simple answer is it should be able to do that. 00:31:50.170 --> 00:31:53.400 Like we could even demo it right now live. 00:31:53.400 --> 00:31:56.040 But say like, why do you multiply the numerator 00:31:56.040 --> 00:31:56.873 and denominator? 00:31:56.873 --> 00:31:57.706 Can you explain that? 00:31:58.590 --> 00:31:59.423 - Yeah, absolutely. 00:31:59.423 --> 00:32:01.290 - [Sal] You want to see what it does, Jeremy? 00:32:01.290 --> 00:32:02.430 - [Sandhya] Like, for example, 00:32:02.430 --> 00:32:03.630 this year I was teaching the kids, 00:32:03.630 --> 00:32:05.820 like, why do we, when we divide decimals, 00:32:05.820 --> 00:32:07.470 why do we flip it and multiply? 00:32:07.470 --> 00:32:09.753 And the reality is you don't have to, right? 00:32:11.070 --> 00:32:13.260 All the kids are like, seriously, you don't have to? 00:32:13.260 --> 00:32:15.120 I'm like, it's to make your life simpler. 00:32:15.120 --> 00:32:16.857 That's why you do it, you know? 00:32:16.857 --> 00:32:18.840 And I just don't, I want, 00:32:18.840 --> 00:32:20.490 as we're building thinking classrooms, 00:32:20.490 --> 00:32:22.170 that's really what we need to do 00:32:22.170 --> 00:32:24.270 is teach the children how to think. 00:32:24.270 --> 00:32:28.110 And if they don't understand why they're doing the steps, 00:32:28.110 --> 00:32:31.010 even with AI, it's not going to help them become thinkers. 00:32:32.730 --> 00:32:36.240 - Yeah, and I like the way that sort of Khanmigo, again, 00:32:36.240 --> 00:32:38.970 reframed it through the kid's lens of not, 00:32:38.970 --> 00:32:41.430 we just do it because that's the way we've always done it. 00:32:41.430 --> 00:32:44.100 But it sort of puts it in this sort of pizza frame, 00:32:44.100 --> 00:32:45.360 if you will. 00:32:45.360 --> 00:32:46.860 I think it'd be more effective. 00:32:46.860 --> 00:32:48.990 - Yeah, and you know, the one you just gave it, Jeremy, 00:32:48.990 --> 00:32:50.670 like we didn't give it the context of the- 00:32:50.670 --> 00:32:51.503 - That's right. 00:32:52.860 --> 00:32:54.600 - Why do, yeah, we probably should ask, 00:32:54.600 --> 00:32:55.950 when we multiply fractions, 00:32:55.950 --> 00:32:58.323 why do we multiply numerators and denominators? 00:32:59.220 --> 00:33:01.020 Clear the chat and then ask it. 00:33:01.020 --> 00:33:03.993 We'll probably give it when we multiply. 00:33:05.190 --> 00:33:06.960 - And this is a tip, because people are asking like, 00:33:06.960 --> 00:33:08.940 what's the best way to use AI? 00:33:08.940 --> 00:33:10.680 And one thing that's for both for your students 00:33:10.680 --> 00:33:11.580 and for your own use, 00:33:11.580 --> 00:33:14.640 whether you use Khanmigo or ChatGPT or whatever, 00:33:14.640 --> 00:33:16.770 always think about that sort of classic idea 00:33:16.770 --> 00:33:18.330 of garbage in, garbage out. 00:33:18.330 --> 00:33:19.830 If you just ask something really generic, 00:33:19.830 --> 00:33:21.360 like how do you do this thing? 00:33:21.360 --> 00:33:23.220 It may not have enough context to go on, 00:33:23.220 --> 00:33:24.690 but if you explain what's going on, 00:33:24.690 --> 00:33:25.980 what you're trying to achieve, 00:33:25.980 --> 00:33:27.600 it can be a lot more effective. 00:33:27.600 --> 00:33:30.090 So when you say, when we multiply fractions, 00:33:30.090 --> 00:33:35.090 why do we multiply the numerator and denominator? 00:33:38.670 --> 00:33:40.710 - Or the numerators and denominators. 00:33:40.710 --> 00:33:43.020 Let's imagine you have half a pizza 00:33:43.020 --> 00:33:44.610 and you want to share it with a friend. 00:33:44.610 --> 00:33:46.060 How much does each pizza get? 00:33:47.090 --> 00:33:50.820 And yeah, you could say, let's go fourth. 00:33:50.820 --> 00:33:52.523 - That's right, let's try a fourth. 00:33:56.140 --> 00:33:56.973 And this is great. 00:33:56.973 --> 00:33:57.990 This is live TV, everyone. 00:33:57.990 --> 00:33:58.823 This is not pre-recorded. 00:33:58.823 --> 00:33:59.940 - Yeah, this has not been planned. 00:33:59.940 --> 00:34:00.773 - That's right. 00:34:00.773 --> 00:34:02.820 Sandhya, can you confirm that we are meeting 00:34:02.820 --> 00:34:03.780 for the first time right now? 00:34:03.780 --> 00:34:05.490 - [Sandhya] Yeah, we are meeting for the first time 00:34:05.490 --> 00:34:08.010 and I'm loving this because I love how it's going back 00:34:08.010 --> 00:34:11.370 and saying how much, like asking the question back. 00:34:11.370 --> 00:34:12.203 - That's right. 00:34:13.300 --> 00:34:16.350 - Yeah, so I mean, we could keep going with this, 00:34:16.350 --> 00:34:19.440 but yes, it is actually, I've actually... 00:34:19.440 --> 00:34:22.110 places where generative historically struggles the most 00:34:22.110 --> 00:34:23.760 is actually on just doing the math. 00:34:23.760 --> 00:34:25.890 And we've gone through great pains to make that a lot better 00:34:25.890 --> 00:34:27.510 than you would get it before. 00:34:27.510 --> 00:34:30.630 But on the conceptual, it's quite strong, 00:34:30.630 --> 00:34:35.440 which is still kind of amazing to me. 00:34:35.440 --> 00:34:37.290 - [Sandhya] So how do we use Khanmigo? 00:34:37.290 --> 00:34:38.760 We have to get it permission, 00:34:38.760 --> 00:34:42.180 I'm assuming through our IT department or at school, 00:34:42.180 --> 00:34:44.790 or can I just use it on my own? 00:34:44.790 --> 00:34:47.280 Or how does that generally work? 00:34:47.280 --> 00:34:48.930 - Jeremy and I are working very hard 00:34:48.930 --> 00:34:51.063 to make that answer simpler over time. 00:34:52.590 --> 00:34:55.200 So unfortunately, it's a little bit complicated right now. 00:34:55.200 --> 00:34:56.100 There's a couple of ways. 00:34:56.100 --> 00:34:58.200 There's going to be a group of districts. 00:34:58.200 --> 00:35:00.750 So there's ways to go through the district 00:35:00.750 --> 00:35:02.400 that we're talking to school districts 00:35:02.400 --> 00:35:04.230 for this coming back to school already. 00:35:04.230 --> 00:35:05.580 There's also going to be ways, 00:35:05.580 --> 00:35:08.820 or there is a way that a parent or a teacher 00:35:08.820 --> 00:35:10.950 can sign up for an individual account. 00:35:10.950 --> 00:35:12.690 And Jeremy knows more about that. 00:35:12.690 --> 00:35:14.520 I will say, and this is, 00:35:14.520 --> 00:35:17.130 our mission as a nonprofit is free world-class education 00:35:17.130 --> 00:35:18.270 for anyone, anywhere. 00:35:18.270 --> 00:35:20.580 And obviously it always costs money to build Khan Academy. 00:35:20.580 --> 00:35:22.260 Our budget is about 70 million a year. 00:35:22.260 --> 00:35:23.850 But the reason why we've been able to, 00:35:23.850 --> 00:35:25.420 it's funded with philanthropy primarily. 00:35:25.420 --> 00:35:26.880 And then the marginal cost, 00:35:26.880 --> 00:35:30.690 the incremental cost of serving up the pages or the videos, 00:35:30.690 --> 00:35:33.330 it's low enough that we can do it for free 00:35:33.330 --> 00:35:34.680 for the most part. 00:35:34.680 --> 00:35:36.900 Generative AI, like every one of those interactions 00:35:36.900 --> 00:35:39.330 that we just did was literally going to like hundreds, 00:35:39.330 --> 00:35:41.130 if not thousands of like state-of-the-art, 00:35:41.130 --> 00:35:43.050 like NVIDIA chips. 00:35:43.050 --> 00:35:45.390 And so we get charged a lot right now. 00:35:45.390 --> 00:35:49.890 And so we are essentially just charging folks for that cost. 00:35:49.890 --> 00:35:52.860 So it's passing through us to essentially go to folks 00:35:52.860 --> 00:35:56.910 like OpenAI and Microsoft and NVIDIA so that we can do it. 00:35:56.910 --> 00:35:58.650 So, that's currently, 00:35:58.650 --> 00:36:02.610 it's cost about $9 a month is where we are. 00:36:02.610 --> 00:36:05.100 So, and there's different permutations, 00:36:05.100 --> 00:36:06.870 but that's where it is today. 00:36:06.870 --> 00:36:08.100 But we're working pretty hard 00:36:08.100 --> 00:36:10.410 to see if we can get the cost down 00:36:10.410 --> 00:36:13.440 and if we can make it easier for people to just sign up 00:36:13.440 --> 00:36:15.127 and sign up their students. 00:36:15.127 --> 00:36:15.960 - Cool. 00:36:15.960 --> 00:36:17.430 Great question, Sandhya. 00:36:17.430 --> 00:36:20.700 You have restored our faith in the Khan Academy. 00:36:20.700 --> 00:36:21.540 - What would you recommend? 00:36:21.540 --> 00:36:23.810 Because Jeremy beyond running awesome webinars like this 00:36:23.810 --> 00:36:25.920 is also in charge of trying to get 00:36:25.920 --> 00:36:27.570 what we call grassroots users. 00:36:27.570 --> 00:36:29.280 So people who aren't doing it through the district 00:36:29.280 --> 00:36:32.100 to how they use Khan Academy and Khanmigo in particular. 00:36:32.100 --> 00:36:33.630 What is the easiest way that you would say 00:36:33.630 --> 00:36:36.363 if a teacher wants to use it? 00:36:39.270 --> 00:36:40.103 Jeremy? 00:36:40.103 --> 00:36:40.936 - Sorry, my apologies. 00:36:40.936 --> 00:36:43.140 Yeah, so the link that I shared in the chat 00:36:43.140 --> 00:36:44.790 is the easiest way to get access. 00:36:44.790 --> 00:36:46.800 And similar to like Netflix or something like that, 00:36:46.800 --> 00:36:48.420 you just sort of sign up. 00:36:48.420 --> 00:36:49.980 That being said, as Sal mentioned, 00:36:49.980 --> 00:36:51.480 we're always trying to find ways 00:36:51.480 --> 00:36:53.790 to make it even more affordable, more accessible. 00:36:53.790 --> 00:36:56.280 So look for developments with that in the near future. 00:36:56.280 --> 00:36:57.113 And I will just say, 00:36:57.113 --> 00:36:58.860 I didn't know if that was question was for Sandhya. 00:36:58.860 --> 00:37:00.810 Sandhya, if you have ideas 00:37:00.810 --> 00:37:02.520 for how we can get into more teachers' hands, 00:37:02.520 --> 00:37:03.780 more parents' hands, 00:37:03.780 --> 00:37:06.990 please let me know when I send you that PD certificate 00:37:06.990 --> 00:37:07.823 at the end. 00:37:07.823 --> 00:37:09.300 And I'll be putting a gold star on it 00:37:09.300 --> 00:37:10.800 because you rock this, Sandhya. 00:37:10.800 --> 00:37:12.117 - [Sandhya] Will do, will do. 00:37:12.117 --> 00:37:15.150 And I'm wondering just, sorry, I don't want to monopolize, 00:37:15.150 --> 00:37:16.260 but one more question. 00:37:16.260 --> 00:37:18.060 Because my daughter and my school, 00:37:18.060 --> 00:37:20.640 we required kids to do Khan Academy all summer 00:37:20.640 --> 00:37:22.290 to close the gap. 00:37:22.290 --> 00:37:25.800 And my daughter had 133 assignments to do. 00:37:25.800 --> 00:37:28.410 Is there, do you see the future 00:37:28.410 --> 00:37:29.910 of like when they're watching the videos 00:37:29.910 --> 00:37:31.200 or doing their practice questions 00:37:31.200 --> 00:37:34.740 end up being like a collaboration with Khanmigo 00:37:34.740 --> 00:37:37.650 where if they're stuck on that practice question 00:37:37.650 --> 00:37:39.540 and can be more interactive with whatever, 00:37:39.540 --> 00:37:40.373 what they're learning 00:37:40.373 --> 00:37:43.500 and their skill-based learning videos and practice? 00:37:43.500 --> 00:37:45.160 - Yeah, that's already, I mean, 00:37:45.160 --> 00:37:46.650 there's a large area that already exists. 00:37:46.650 --> 00:37:48.270 When Khanmigo gets turned on, 00:37:48.270 --> 00:37:51.330 anytime someone's doing anything on Khan Academy, 00:37:51.330 --> 00:37:53.190 Khanmigo can assist them, answer questions, 00:37:53.190 --> 00:37:55.230 quiz them about it, connect it to other things, et cetera. 00:37:55.230 --> 00:37:56.723 - [Khanmigo] Oh, that's awesome. 00:37:57.870 --> 00:37:59.490 Thank you. 00:37:59.490 --> 00:38:01.490 - Yeah, Khanmigo will always be that sort of guide 00:38:01.490 --> 00:38:02.890 on the side, as we say. 00:38:02.890 --> 00:38:06.723 - Yeah, watch that video on intro to fractions 00:38:12.710 --> 00:38:14.433 and ask a question. 00:38:15.840 --> 00:38:17.040 You're in teacher mode right now. 00:38:17.040 --> 00:38:18.750 Go into a student mode. 00:38:18.750 --> 00:38:19.950 That's why it's saying write a lesson plan 00:38:19.950 --> 00:38:20.783 and things like that. 00:38:20.783 --> 00:38:21.616 So now it's a student mode. 00:38:21.616 --> 00:38:22.449 I mean, you could say, you know, 00:38:22.449 --> 00:38:24.030 write a poem about this video. 00:38:24.030 --> 00:38:25.470 - Right. 00:38:25.470 --> 00:38:27.150 - This is, it's actually a pretty good summary 00:38:27.150 --> 00:38:28.150 when it does a poem. 00:38:29.610 --> 00:38:31.970 A square, a rectangle and a pie all cut up. 00:38:31.970 --> 00:38:34.150 Oh my, oh wait, I missed that. 00:38:34.150 --> 00:38:36.250 Let's just scroll up a little bit, Jeremy. 00:38:39.690 --> 00:38:40.523 Oh, whoops. 00:38:40.523 --> 00:38:41.356 - All right. 00:38:41.356 --> 00:38:42.597 So yeah, definitely lots of use cases. 00:38:42.597 --> 00:38:43.430 - I wasn't even ready. 00:38:43.430 --> 00:38:44.263 - Oh, sorry about this. 00:38:44.263 --> 00:38:47.250 Lots of use cases from the sort of teacher dashboard 00:38:47.250 --> 00:38:49.150 all the way to the student experience. 00:38:50.160 --> 00:38:51.150 Sandhya, you've been amazing. 00:38:51.150 --> 00:38:52.890 Thank you so much. - Thank you. 00:38:52.890 --> 00:38:54.360 - Lots more of these, but for now, 00:38:54.360 --> 00:38:55.920 let me actually go to a question 00:38:55.920 --> 00:38:57.810 that's been waiting very patiently in the wings 00:38:57.810 --> 00:38:58.643 in the Q and A, 00:38:58.643 --> 00:39:02.100 and actually speaks to sort of two different variants here. 00:39:02.100 --> 00:39:05.580 First, Scott says, the internet enabled data retrieval. 00:39:05.580 --> 00:39:07.530 Online tools enabled self-learning. 00:39:07.530 --> 00:39:10.140 AI enhances both and brings new capabilities. 00:39:10.140 --> 00:39:13.590 Given all this, how much class time should teachers spend 00:39:13.590 --> 00:39:16.710 demonstrating the best and most ethical practices 00:39:16.710 --> 00:39:18.630 when you use these resources? 00:39:18.630 --> 00:39:21.770 So in other words, should we be really diving deep here 00:39:21.770 --> 00:39:24.300 or just providing some general guidelines? 00:39:24.300 --> 00:39:26.040 And then Laura asks a complimentary question, 00:39:26.040 --> 00:39:27.870 which is how can I teach my ninth graders 00:39:27.870 --> 00:39:30.300 how to use AI effectively? 00:39:30.300 --> 00:39:32.070 So we've kind of gone past that plagiarism 00:39:32.070 --> 00:39:35.730 and cheating issue to, okay, this is the reality of 2023. 00:39:35.730 --> 00:39:37.470 How do we make the most of it? 00:39:37.470 --> 00:39:39.960 Any thoughts from our amazing panelists? 00:39:39.960 --> 00:39:40.860 Let's go to Malia. 00:39:43.230 --> 00:39:45.480 - The number one thing that I've stressed in the classroom 00:39:45.480 --> 00:39:46.890 is that this is an opportunity 00:39:46.890 --> 00:39:48.750 for us to all learn together, right? 00:39:48.750 --> 00:39:50.070 Like this just came out. 00:39:50.070 --> 00:39:51.180 It's new to all of us. 00:39:51.180 --> 00:39:52.080 It's new to you. 00:39:52.080 --> 00:39:53.130 It's new to me. 00:39:53.130 --> 00:39:57.090 And so being curious and like being a role model for them, 00:39:57.090 --> 00:39:58.890 saying like, I'm trying to figure out 00:39:58.890 --> 00:39:59.910 how to use it ethically. 00:39:59.910 --> 00:40:02.280 I'm trying to figure out how to use it creatively. 00:40:02.280 --> 00:40:05.220 Like it's a tool to like do the thing with our students, 00:40:05.220 --> 00:40:06.780 which I think is powerful. 00:40:06.780 --> 00:40:08.250 And to say to them, you know, 00:40:08.250 --> 00:40:10.290 as I have before, sometimes I'll say like, 00:40:10.290 --> 00:40:12.060 well, this is how I'm prompting it. 00:40:12.060 --> 00:40:13.800 How are you prompting it, right? 00:40:13.800 --> 00:40:16.113 And to let their voices feel empowered. 00:40:17.250 --> 00:40:18.083 - Love that, Malia. 00:40:18.083 --> 00:40:19.680 Let's go to Madeline. 00:40:19.680 --> 00:40:21.870 - So kind of two things in response to that 00:40:21.870 --> 00:40:25.080 on the responsible use front. 00:40:25.080 --> 00:40:28.740 This is exactly what I was just talking about earlier today. 00:40:28.740 --> 00:40:31.290 I was with our students who are getting trained 00:40:31.290 --> 00:40:33.000 as writing center tutors. 00:40:33.000 --> 00:40:35.520 And I had a lot of them as students last year 00:40:35.520 --> 00:40:37.680 and one of them got pretty vulnerable. 00:40:37.680 --> 00:40:42.680 And she said, Ms. Barch, I was so scared to use AI 00:40:43.200 --> 00:40:46.710 because I didn't want to be doing something wrong. 00:40:46.710 --> 00:40:49.230 And I think what we really need to internalize 00:40:49.230 --> 00:40:52.410 is because the primary discourse right now 00:40:52.410 --> 00:40:55.350 is ChatGPT is an answer machine. 00:40:55.350 --> 00:40:59.730 ChatGPT is, you know, causing a cheating outbreak. 00:40:59.730 --> 00:41:04.590 There are a lot of kids who are genuinely fearful 00:41:04.590 --> 00:41:06.750 that by using it, they're doing something wrong. 00:41:06.750 --> 00:41:10.110 So by giving them that kind of rubric, 00:41:10.110 --> 00:41:11.310 like the one that I showed you, 00:41:11.310 --> 00:41:13.620 where, you know, we're setting the tone of, 00:41:13.620 --> 00:41:15.200 hey, this is what we're permitting 00:41:15.200 --> 00:41:18.300 and giving them the chance to play with it. 00:41:18.300 --> 00:41:20.280 That's how you switch the narrative 00:41:20.280 --> 00:41:22.230 is through giving them that exposure 00:41:22.230 --> 00:41:24.870 and through giving them that opportunity to try. 00:41:24.870 --> 00:41:27.690 And then that's how they're gonna get more comfortable 00:41:27.690 --> 00:41:31.980 and also get better at asking it the right questions. 00:41:31.980 --> 00:41:33.750 The other thing that I brought up to them 00:41:33.750 --> 00:41:36.030 is we would be doing a disservice to them 00:41:36.030 --> 00:41:38.460 if we didn't give them that exposure, right? 00:41:38.460 --> 00:41:40.830 Because the world that they're going into 00:41:40.830 --> 00:41:45.830 is going to be increasingly AI based or AI integrated. 00:41:46.560 --> 00:41:51.060 And so if we continued to shield them entirely from it, 00:41:51.060 --> 00:41:52.140 we'd be causing a problem. 00:41:52.140 --> 00:41:55.140 I think having those structured activities 00:41:55.140 --> 00:41:58.380 where they can play, but play responsibly 00:41:58.380 --> 00:41:59.880 is very, very critical. 00:41:59.880 --> 00:42:01.620 So for instance, for an essay 00:42:01.620 --> 00:42:04.290 that I was doing with my students, 00:42:04.290 --> 00:42:09.290 I let them brainstorm, make outlines using Khanmigo. 00:42:10.410 --> 00:42:13.050 A lot of my students struggle with counter arguments. 00:42:13.050 --> 00:42:15.480 I said, if you wanna debate with Khanmigo 00:42:15.480 --> 00:42:19.110 and find a counter argument, go for it. 00:42:19.110 --> 00:42:21.480 In the last webinar, I actually shared a story 00:42:21.480 --> 00:42:23.880 about how one of my students wanted to write a paper 00:42:23.880 --> 00:42:27.180 on the likelihood of future nuclear warfare, 00:42:27.180 --> 00:42:29.970 which I know nothing about. 00:42:29.970 --> 00:42:31.710 What was I going to be able to do 00:42:31.710 --> 00:42:34.470 to help Jimmy with that paper, right? 00:42:34.470 --> 00:42:39.120 But he was, I literally have read through hours 00:42:39.120 --> 00:42:40.980 of chat history of his this summer, 00:42:40.980 --> 00:42:42.960 just amazed at the kinds of questions 00:42:42.960 --> 00:42:44.100 that he was able to ask 00:42:44.100 --> 00:42:47.010 because he was given permission to do so. 00:42:47.010 --> 00:42:49.660 So they do need that freedom a little bit. 00:42:49.660 --> 00:42:51.030 - I love that, Madeline. 00:42:51.030 --> 00:42:54.210 So much better to face the world that's coming 00:42:54.210 --> 00:42:55.740 than to stick our heads in the sand. 00:42:55.740 --> 00:42:57.690 I gotta tell you, listening to you speak, Madeline, 00:42:57.690 --> 00:43:00.000 I'm getting ready to move my family to Hobart, Indiana 00:43:00.000 --> 00:43:01.800 because I want you teaching my kids. 00:43:03.150 --> 00:43:05.400 Okay, I think we're gonna roll the dice again 00:43:05.400 --> 00:43:07.680 a little bit here and do another caller. 00:43:07.680 --> 00:43:10.020 So Cherie Nelson, if you're a game for it, 00:43:10.020 --> 00:43:10.940 we're gonna give you the opportunity 00:43:10.940 --> 00:43:13.200 to turn on your microphone 00:43:13.200 --> 00:43:17.163 and feel free to join us on KSAL Chat with Sal. 00:43:18.380 --> 00:43:21.630 - [Sheree] Hi, I'm Dr. Sheree Nelson. 00:43:21.630 --> 00:43:25.820 I teach economics at Purdue Global University. 00:43:25.820 --> 00:43:30.820 And I am the course lead for microeconomics 00:43:32.400 --> 00:43:34.860 and macroeconomics, so I design the courses. 00:43:34.860 --> 00:43:38.790 And unlike some universities, what course I design, 00:43:38.790 --> 00:43:42.000 every macro and micro teacher uses. 00:43:42.000 --> 00:43:43.770 So it's not just for me. 00:43:43.770 --> 00:43:47.670 So that being said, what's been really interesting 00:43:47.670 --> 00:43:52.670 is that I have integrated Khan Academy videos 00:43:54.840 --> 00:43:59.460 into my courses before, and now I'm just doing it even more. 00:43:59.460 --> 00:44:00.293 It's just great. 00:44:00.293 --> 00:44:04.800 But I'll be honest, I don't know much about Khanmigo, 00:44:04.800 --> 00:44:08.550 but I have been using ChatGPT 00:44:08.550 --> 00:44:12.000 to even generate my own discussion board prompts. 00:44:12.000 --> 00:44:15.900 And so I tell my students, I'm using it. 00:44:15.900 --> 00:44:17.070 It's okay. 00:44:17.070 --> 00:44:21.090 And in fact, Purdue Global had a school-wide meeting 00:44:21.090 --> 00:44:25.980 with all of the faculty, encouraging them to use AI, 00:44:25.980 --> 00:44:29.130 but do it responsibly so that we can learn to do it 00:44:29.130 --> 00:44:32.400 and teach our students to take advantage of it. 00:44:32.400 --> 00:44:34.713 So what I was wondering is, 00:44:35.700 --> 00:44:38.730 and I know I took all that time explaining everything, 00:44:38.730 --> 00:44:40.770 but I hope I gave you a pretty good premise- 00:44:40.770 --> 00:44:43.070 - Remember, context is key in the world of AI. 00:44:43.950 --> 00:44:48.090 - [Sheree] Yeah, well, and also I'm doing things now 00:44:48.090 --> 00:44:51.060 that other course leads haven't done yet 00:44:51.060 --> 00:44:53.880 that I wanna teach them how to do, 00:44:53.880 --> 00:44:55.540 because we're a huge university 00:44:55.540 --> 00:44:58.080 and we have a lot of opportunity. 00:44:58.080 --> 00:45:02.070 So what I do in my classes, 00:45:02.070 --> 00:45:06.300 I actually do approach with the Sal Khan approach. 00:45:06.300 --> 00:45:08.643 And that is, I tell my students, 00:45:10.210 --> 00:45:13.440 if you don't have the foundation, 00:45:13.440 --> 00:45:17.230 because I've watched an interview with Sal 00:45:18.090 --> 00:45:21.270 where you talk to Sal about the, 00:45:21.270 --> 00:45:24.870 if you don't have the foundation and you're moving forward, 00:45:24.870 --> 00:45:27.660 basically the analogy I give to my students is, 00:45:27.660 --> 00:45:29.520 if you don't have a good base in your house, 00:45:29.520 --> 00:45:31.833 the rest that's built upon it might fall down. 00:45:32.850 --> 00:45:34.350 And that's, I learned from Sal. 00:45:34.350 --> 00:45:35.283 And so I share that. 00:45:35.283 --> 00:45:37.850 So I was wondering with, and here's my question. 00:45:37.850 --> 00:45:39.390 It took me forever to get to that. 00:45:39.390 --> 00:45:40.910 Just be glad I'm not your professor. 00:45:40.910 --> 00:45:45.910 So I was wondering, is there a way, or is it already done? 00:45:47.850 --> 00:45:50.620 That something is built in with the Khanmigo 00:45:51.550 --> 00:45:54.450 where when you type something in, 00:45:54.450 --> 00:45:56.970 it gives you the information you look for, 00:45:56.970 --> 00:46:00.840 but it also directs you or asks you, 00:46:00.840 --> 00:46:03.270 by the way, did you know the, 00:46:03.270 --> 00:46:07.443 and then ask a question about a concept that is before that. 00:46:09.300 --> 00:46:12.240 Like a foundational thing. 00:46:12.240 --> 00:46:13.730 - Yeah. 00:46:13.730 --> 00:46:16.647 I can take a stab at answering that. 00:46:16.647 --> 00:46:18.360 And actually I'll try to do a little bit of show 00:46:18.360 --> 00:46:23.010 and tell me, see if I can share a window and see if- 00:46:23.010 --> 00:46:24.630 - [Sheree] What made you think of that? 00:46:24.630 --> 00:46:26.040 While you're looking for that- 00:46:26.040 --> 00:46:28.290 - This I'm looking at an exercise. 00:46:28.290 --> 00:46:29.730 This is a video on Khan Academy 00:46:29.730 --> 00:46:33.210 on price elasticity of supply. 00:46:33.210 --> 00:46:36.663 And then I could go to Khanmigo and says, 00:46:37.560 --> 00:46:41.703 can you quiz me to make sure 00:46:44.430 --> 00:46:46.230 I am ready 00:46:46.230 --> 00:46:51.110 to understand what is in this video? 00:46:51.110 --> 00:46:52.560 That's what you were asking, right, Sheree? 00:46:52.560 --> 00:46:54.753 Like the prerequisite knowledge. 00:46:55.790 --> 00:46:56.790 - [Sheree] Well, yeah, yeah. 00:46:56.790 --> 00:46:57.960 That's on track. 00:46:57.960 --> 00:47:00.337 Do they know to ask that question though? 00:47:00.337 --> 00:47:01.170 - Yeah. 00:47:01.170 --> 00:47:02.330 So that's, so you're right. 00:47:04.110 --> 00:47:05.880 So I think there's two layers is that 00:47:05.880 --> 00:47:08.250 what you're describing can already be done 00:47:08.250 --> 00:47:10.830 if someone knows to do it, which as you know, most people. 00:47:10.830 --> 00:47:12.990 Now it could happen through the, you know, 00:47:12.990 --> 00:47:15.600 the teacher could, and we're all in this together. 00:47:15.600 --> 00:47:17.190 I like the previous answer around, like, you know 00:47:17.190 --> 00:47:19.630 we're all learning how AI is going to be used. 00:47:19.630 --> 00:47:21.630 - [Sheree] Absolutely, yes. 00:47:21.630 --> 00:47:23.310 - But I think it could be a cool practice 00:47:23.310 --> 00:47:27.360 when teachers are having students watch a Khan Academy video 00:47:27.360 --> 00:47:29.190 or Khan Academy exercise. 00:47:29.190 --> 00:47:30.930 You know, if the student immediately jumps into it 00:47:30.930 --> 00:47:32.250 and they're able to engage, great. 00:47:32.250 --> 00:47:34.350 But maybe if there's already a sense 00:47:34.350 --> 00:47:35.183 that they might struggle 00:47:35.183 --> 00:47:36.540 like, hey, why don't you start with a quiz 00:47:36.540 --> 00:47:39.900 to make sure you're refreshed on the prerequisite knowledge? 00:47:39.900 --> 00:47:40.980 That's one way. 00:47:40.980 --> 00:47:42.930 If that seems to be something that works, then yeah 00:47:42.930 --> 00:47:46.110 we would think about productizing that or, you know, 00:47:46.110 --> 00:47:47.583 let me clear this chat. 00:47:48.600 --> 00:47:50.450 Let me make this a little bit bigger. 00:47:51.990 --> 00:47:55.560 You know, we have these choices of things 00:47:55.560 --> 00:47:57.060 that we think a lot of people might ask 00:47:57.060 --> 00:47:58.490 and obviously you can type whatever you want 00:47:58.490 --> 00:48:01.770 but maybe that's something we can add to this. 00:48:01.770 --> 00:48:03.360 You know, help me prep with a quiz right now 00:48:03.360 --> 00:48:04.950 that'll just quiz you on the content of this. 00:48:04.950 --> 00:48:07.170 There could be another one just like it that we add 00:48:07.170 --> 00:48:11.400 that says, you know, make sure I'm ready for this video 00:48:11.400 --> 00:48:12.930 or make sure I'm ready for this exercise 00:48:12.930 --> 00:48:14.080 or something like that. 00:48:15.780 --> 00:48:17.360 - [Sheree] I think that's awesome. 00:48:17.360 --> 00:48:22.360 And what made me think of that is I just currently 00:48:22.640 --> 00:48:24.930 I'm just finishing up the revision 00:48:24.930 --> 00:48:28.200 of my microeconomics course and I'm using the new 00:48:28.200 --> 00:48:32.520 and I'm not into like promoting a publisher at this time 00:48:32.520 --> 00:48:34.220 but I will, so I won't mention which one 00:48:34.220 --> 00:48:39.220 but I am with a new publisher who has so many, you know 00:48:40.590 --> 00:48:44.730 third-party tools for my students and they have it 00:48:44.730 --> 00:48:45.990 so that when you're in the book 00:48:45.990 --> 00:48:50.990 and you're reading a concept, it has the icon that says, 00:48:51.980 --> 00:48:55.470 you know, do you need a little more practice with this? 00:48:55.470 --> 00:48:56.970 Would you like more background? 00:48:56.970 --> 00:48:58.100 You know, things like that 00:48:58.100 --> 00:49:00.840 because sometimes if they're just looking at one concept 00:49:00.840 --> 00:49:05.010 they don't know what concepts they're missing. 00:49:05.010 --> 00:49:06.203 - Right. I love that. 00:49:06.203 --> 00:49:08.967 - [Sheree] And so if we had the suggestions there, 00:49:08.967 --> 00:49:10.320 oh, I'm sorry, Sal. 00:49:10.320 --> 00:49:11.153 - No, no, I agree. 00:49:11.153 --> 00:49:12.000 I actually love this. 00:49:12.000 --> 00:49:13.680 We're gonna take this to the bright light. 00:49:13.680 --> 00:49:14.850 Would you like more background? 00:49:14.850 --> 00:49:17.220 Obviously Khan Academy, we've always had the exercise piece. 00:49:17.220 --> 00:49:19.900 So like in theory, you could practice what you learned 00:49:19.900 --> 00:49:22.710 but this idea of would you like more background for it? 00:49:22.710 --> 00:49:24.840 I think is a really powerful idea. 00:49:24.840 --> 00:49:27.840 - Is it okay if we borrow that idea, Sheree? 00:49:27.840 --> 00:49:30.000 - [Sheree] Well, you know, I have no problem with that. 00:49:30.000 --> 00:49:32.340 And in fact, the new publisher that I'm working with 00:49:32.340 --> 00:49:35.010 has also through this process has said, 00:49:35.010 --> 00:49:38.250 we might hire you to be a content contributor. 00:49:38.250 --> 00:49:39.630 - There you go. 00:49:39.630 --> 00:49:41.640 - [Sheree] Because I have all these, 00:49:41.640 --> 00:49:43.800 I've been teaching online. 00:49:43.800 --> 00:49:45.060 I've been with Purdue Global. 00:49:45.060 --> 00:49:48.090 I'll have my 20 year anniversary in October. 00:49:48.090 --> 00:49:50.310 So I have a lot of online experience 00:49:50.310 --> 00:49:53.720 and I'll tell you, I'm always looking to see 00:49:53.720 --> 00:49:55.680 how we can do it better. 00:49:55.680 --> 00:49:57.837 - Oh, cool. I love it. 00:49:57.837 --> 00:50:00.527 - [Sheree] You can never stop improving. 00:50:00.527 --> 00:50:01.360 - That's right. 00:50:01.360 --> 00:50:02.430 Thank you so much, Cherie. 00:50:02.430 --> 00:50:03.723 You were fantastic. 00:50:04.560 --> 00:50:06.460 - [Sheree] Thank you so much. 00:50:06.460 --> 00:50:07.293 - All right. 00:50:07.293 --> 00:50:10.110 So I think this is the great thing 00:50:10.110 --> 00:50:12.870 about like where Khanmigo is headed, where AI is headed. 00:50:12.870 --> 00:50:15.120 We all get a chance to write this story. 00:50:15.120 --> 00:50:17.430 Just like our awesome panel has been talking about. 00:50:17.430 --> 00:50:18.780 Let's get our educators involved. 00:50:18.780 --> 00:50:20.400 Let's get our students involved. 00:50:20.400 --> 00:50:21.660 We should all be driving this forward 00:50:21.660 --> 00:50:23.820 if this is gonna be a big thing for our future. 00:50:23.820 --> 00:50:27.150 Now, that being said, we're coming to our final 10 minutes. 00:50:27.150 --> 00:50:30.420 And so I wanna end with those sort of proverbial fireworks, 00:50:30.420 --> 00:50:31.830 a chance for the panel to show off 00:50:31.830 --> 00:50:33.960 some of their best AI skills. 00:50:33.960 --> 00:50:36.420 And so I wanna tackle these two twin questions. 00:50:36.420 --> 00:50:39.450 Maria says, how do I best use AI, period. 00:50:39.450 --> 00:50:42.870 Scott says, how can we make this a powerful tool? 00:50:42.870 --> 00:50:45.150 And so I'm curious from Emily, Kelly, Sal, 00:50:45.150 --> 00:50:50.150 Madeline and Malia, are there any amazing pro tips 00:50:50.520 --> 00:50:53.520 that you pioneers at the vanguard of this movement 00:50:53.520 --> 00:50:56.340 can share with educators across the country? 00:50:56.340 --> 00:50:58.293 Let's go over to Madeline. 00:50:59.610 --> 00:51:01.680 - Sorry if I'm doing some monopolizing. 00:51:01.680 --> 00:51:03.840 I love all of these questions. 00:51:03.840 --> 00:51:06.660 And like I said, I was just talking about this yesterday 00:51:06.660 --> 00:51:08.490 with the staff at my building. 00:51:08.490 --> 00:51:11.340 I think one of the most powerful ways 00:51:11.340 --> 00:51:14.190 that Khanmigo has helped me as an educator 00:51:14.190 --> 00:51:18.660 is through, it was something that Sal touched on earlier, 00:51:18.660 --> 00:51:21.360 expediting certain tasks 00:51:21.360 --> 00:51:23.280 so I can use my time more effectively 00:51:23.280 --> 00:51:26.130 to work on relationships with my students. 00:51:26.130 --> 00:51:29.190 One of the things that all English teachers 00:51:29.190 --> 00:51:32.490 hate making more than anything in the world is a rubric. 00:51:32.490 --> 00:51:35.760 Mostly because I think we are some of the most critical 00:51:35.760 --> 00:51:38.850 of our own writing, even in those like nitty gritty tasks. 00:51:38.850 --> 00:51:42.420 So to make a really good rubric that takes a lot of time, 00:51:42.420 --> 00:51:44.220 I've got some slides here. 00:51:44.220 --> 00:51:45.930 Let me scroll to them super quick 00:51:45.930 --> 00:51:47.920 and then I'll share my screen 00:51:47.920 --> 00:51:51.780 that I modeled for my colleagues 00:51:51.780 --> 00:51:55.590 about how you can use Khanmigo to make an effective rubric 00:51:55.590 --> 00:51:57.960 in way less time than it used to take, 00:51:57.960 --> 00:52:02.190 just in terms of like effectiveness of your plan period. 00:52:02.190 --> 00:52:05.490 So I had first told Khanmigo, 00:52:05.490 --> 00:52:07.770 hey, I'm trying to work on making a rubric 00:52:07.770 --> 00:52:11.080 that assesses a summative for my English 9 honors students. 00:52:11.080 --> 00:52:14.220 It gave its own suggestions for categories, 00:52:14.220 --> 00:52:15.960 but I said I wanted to make my own 00:52:15.960 --> 00:52:18.870 that were based off of my curriculum map. 00:52:18.870 --> 00:52:21.040 So then I made my own criteria 00:52:21.040 --> 00:52:24.870 and kind of explained what I thought those would look like. 00:52:24.870 --> 00:52:27.840 And then Khanmigo asked how many levels 00:52:27.840 --> 00:52:30.120 I would want for those criteria. 00:52:30.120 --> 00:52:33.240 I changed the number of levels that it suggested. 00:52:33.240 --> 00:52:38.010 And then after 15 minutes of that back and forth, 00:52:38.010 --> 00:52:40.050 and then some formatting time, 00:52:40.050 --> 00:52:42.213 this is the rubric I was able to make. 00:52:43.530 --> 00:52:45.750 I did some tweaking of the phrasing. 00:52:45.750 --> 00:52:47.760 A rubric like that, just to give you an idea, 00:52:47.760 --> 00:52:50.220 would normally take me about 50 minutes, 00:52:50.220 --> 00:52:53.760 which is almost that entire plan period to do. 00:52:53.760 --> 00:52:58.620 And I was able to get so many other activities done 00:52:58.620 --> 00:53:00.940 for my classroom in that extra time, 00:53:00.940 --> 00:53:03.570 because I didn't have to worry so hard 00:53:03.570 --> 00:53:05.520 about finding that exact phrasing 00:53:05.520 --> 00:53:08.700 for something that really doesn't, 00:53:08.700 --> 00:53:10.170 I don't wanna say it doesn't deserve 00:53:10.170 --> 00:53:11.790 that amount of my attention and energy, 00:53:11.790 --> 00:53:13.050 but there are so many other areas 00:53:13.050 --> 00:53:16.280 that I would rather be spending that energy in. 00:53:16.280 --> 00:53:18.930 I wanna be giving my students quality feedback 00:53:18.930 --> 00:53:20.250 on their own writing, 00:53:20.250 --> 00:53:23.340 not spending that time drafting a rubric myself. 00:53:23.340 --> 00:53:24.180 - I love that, Madeline. 00:53:24.180 --> 00:53:25.440 Like calling out, hey, 00:53:25.440 --> 00:53:28.860 if you've got tedious parts of your job and don't we all, 00:53:28.860 --> 00:53:30.270 there's probably a good chance 00:53:30.270 --> 00:53:31.797 that AI can take on some of that. 00:53:31.797 --> 00:53:35.580 And then B, don't treat AI like Google, 00:53:35.580 --> 00:53:36.810 like we have for the last 20 years. 00:53:36.810 --> 00:53:39.270 We just put in a question and settle for the answer. 00:53:39.270 --> 00:53:40.103 Continue to push it. 00:53:40.103 --> 00:53:42.060 Think of it as a dialogue the way that Madeline did 00:53:42.060 --> 00:53:43.920 and get better and better outputs. 00:53:43.920 --> 00:53:45.450 Thanks for sharing that, Madeline. 00:53:45.450 --> 00:53:46.350 Let's go to Kelly. 00:53:49.020 --> 00:53:52.020 - Hi, yeah, so my experiences so far with it 00:53:52.020 --> 00:53:55.920 have been similar to Madeline's as far as proficiencies 00:53:55.920 --> 00:53:57.270 and both, I'll talk a little bit 00:53:57.270 --> 00:53:58.890 about how some of my students have used it too, 00:53:58.890 --> 00:54:02.550 but I wrote in the chat earlier 00:54:02.550 --> 00:54:04.470 when our Purdue professor was talking 00:54:04.470 --> 00:54:06.360 about using it to design some work. 00:54:06.360 --> 00:54:10.680 I've also used it to design an online art history class 00:54:10.680 --> 00:54:13.530 that was brand new, kind of under a time crunch. 00:54:13.530 --> 00:54:14.363 I was like, okay, 00:54:14.363 --> 00:54:17.870 we got to get some creative assignments here. 00:54:17.870 --> 00:54:19.050 It'd been a little while 00:54:19.050 --> 00:54:22.530 since I'd put together some new things like that on my own. 00:54:22.530 --> 00:54:26.370 So I used Khanmigo to help create some projects 00:54:26.370 --> 00:54:27.840 and at Khan World School, 00:54:27.840 --> 00:54:29.700 we do some cross disciplinary work. 00:54:29.700 --> 00:54:31.650 So I even asked some questions, 00:54:31.650 --> 00:54:35.390 like I'd love to get some novel suggestions 00:54:35.390 --> 00:54:40.390 that would also work with this art history unit, 00:54:40.800 --> 00:54:44.130 this some of this African art unit I'm working on. 00:54:44.130 --> 00:54:46.200 And I kind of went back and forth with it in a little while 00:54:46.200 --> 00:54:48.600 and came up with a good interdisciplinary project 00:54:48.600 --> 00:54:51.180 with English where they read things fall apart 00:54:51.180 --> 00:54:54.330 and it goes along with some of the art history unit 00:54:54.330 --> 00:54:55.163 or something like that. 00:54:55.163 --> 00:54:57.690 So that was just one example where it saved me a ton of time 00:54:57.690 --> 00:54:59.700 where I think if I was just kind of sitting 00:54:59.700 --> 00:55:01.740 in front of my screen, pondering that myself, 00:55:01.740 --> 00:55:04.140 I just would have gone back and forth 00:55:04.140 --> 00:55:05.040 and maybe even walked away 00:55:05.040 --> 00:55:06.990 before finishing what I was trying to do. 00:55:06.990 --> 00:55:09.480 So I had a few handful of assignments 00:55:09.480 --> 00:55:12.600 that really saved me a ton of time. 00:55:12.600 --> 00:55:14.610 And then with our students, 00:55:14.610 --> 00:55:16.710 we have a seminar at Khan World School 00:55:16.710 --> 00:55:18.750 where we go over different topics every week. 00:55:18.750 --> 00:55:21.900 And sometimes we do debates or arguments too. 00:55:21.900 --> 00:55:26.900 And I had a student that used it to flesh out her argument, 00:55:27.900 --> 00:55:29.520 kind of asked it to poke holes in it 00:55:29.520 --> 00:55:32.430 or went back and forth with different perspectives. 00:55:32.430 --> 00:55:35.730 And she said it really prepared her for the following day 00:55:35.730 --> 00:55:37.500 where she could have done that with me, 00:55:37.500 --> 00:55:39.330 but with all your students, 00:55:39.330 --> 00:55:41.100 do you have time to do that with all of your students? 00:55:41.100 --> 00:55:43.230 And probably not. 00:55:43.230 --> 00:55:45.540 And for us, she was also in a time zone 00:55:45.540 --> 00:55:46.590 that was nine hours ahead of me. 00:55:46.590 --> 00:55:49.110 So the chance for us to get together 00:55:49.110 --> 00:55:52.230 before our next session probably wouldn't have happened. 00:55:52.230 --> 00:55:55.890 So she was able to do that online and I loved that. 00:55:55.890 --> 00:55:58.057 So she felt so much more prepared the next day. 00:55:58.057 --> 00:55:58.890 - Oh, cool. 00:55:58.890 --> 00:56:01.020 So clearly it's not just the tedious stuff, 00:56:01.020 --> 00:56:02.400 it's also the most important stuff, 00:56:02.400 --> 00:56:04.260 whether it's designing a brand new curriculum 00:56:04.260 --> 00:56:07.230 or helping students sort of grapple with complex ideas. 00:56:07.230 --> 00:56:08.910 That's pretty powerful. 00:56:08.910 --> 00:56:10.790 Let's go next to Emily. 00:56:10.790 --> 00:56:13.110 - I was just gonna add, I also work at Khan World School 00:56:13.110 --> 00:56:18.070 and I think the power in helping students to ask questions 00:56:18.070 --> 00:56:23.010 is really at the crux of what you can do with Khan Academy. 00:56:23.010 --> 00:56:24.600 I want my students to be curious. 00:56:24.600 --> 00:56:26.390 I want my students to ask questions 00:56:26.390 --> 00:56:29.550 and I can't be there all the time 00:56:29.550 --> 00:56:32.250 to be at the sounding board, to go back and forth, 00:56:32.250 --> 00:56:34.290 but Khanmigo can be that. 00:56:34.290 --> 00:56:37.290 And whether they're talking about an important world topic 00:56:37.290 --> 00:56:41.040 or a history topic, or they're working on an English essay, 00:56:41.040 --> 00:56:43.050 they have that as a constant sounding board. 00:56:43.050 --> 00:56:45.240 Now, I would love to be that starter 00:56:45.240 --> 00:56:48.840 to kind of work them through modeling, asking questions, 00:56:48.840 --> 00:56:50.340 because I don't necessarily want questions 00:56:50.340 --> 00:56:54.030 that are instant recall kinds of responses. 00:56:54.030 --> 00:56:57.000 But if they wanna ask questions about a novel 00:56:57.000 --> 00:56:59.310 and if they wanna ask questions, 00:56:59.310 --> 00:57:01.270 I know Sal has included our student Sanvi 00:57:01.270 --> 00:57:05.760 in a number of talks where she discussed Great Gatsby 00:57:05.760 --> 00:57:07.260 and looking at the green light 00:57:07.260 --> 00:57:10.350 and had a conversation with Khanmigo about that. 00:57:10.350 --> 00:57:12.570 Those are powerful interactions. 00:57:12.570 --> 00:57:14.370 - It's a simulation of Jay Gatsby. 00:57:14.370 --> 00:57:16.720 - Oh, yes, yes, simulation. 00:57:18.650 --> 00:57:23.070 And that curiosity, now Sanvi, she is a very unique student. 00:57:23.070 --> 00:57:24.270 She is incredibly curious 00:57:24.270 --> 00:57:27.330 and I wish all of my students were as curious as she is. 00:57:27.330 --> 00:57:29.040 But teaching them that curiosity, 00:57:29.040 --> 00:57:30.180 teaching them to ask questions 00:57:30.180 --> 00:57:34.100 and what a powerful tool Khanmigo can be 00:57:34.100 --> 00:57:35.790 to ask questions and initiate 00:57:35.790 --> 00:57:38.400 a sort of simulated conversation. 00:57:38.400 --> 00:57:39.990 - Yes, love that. 00:57:39.990 --> 00:57:40.830 And I'm gonna show a little demo 00:57:40.830 --> 00:57:43.200 as we switch to our final panelist, Malia. 00:57:43.200 --> 00:57:44.220 Take us home. 00:57:44.220 --> 00:57:46.860 What tips do you have for educators out there? 00:57:46.860 --> 00:57:49.590 - Most practical thing that all of my colleagues have said 00:57:49.590 --> 00:57:51.190 is outsource the busy work, right? 00:57:51.190 --> 00:57:54.390 The stuff that the AI is good at, it is good at, 00:57:54.390 --> 00:57:57.600 let it do that and spend your time with your students. 00:57:57.600 --> 00:58:01.410 And then I also just, well, I'll stop there, Jeremy. 00:58:01.410 --> 00:58:02.910 - Okay, no, I love that, I love that. 00:58:02.910 --> 00:58:05.970 And that actually gives us two minutes, which is perfect. 00:58:05.970 --> 00:58:08.100 I wanna have Sal close us off. 00:58:08.100 --> 00:58:10.530 Sal, you came to me in the fall last year and said, 00:58:10.530 --> 00:58:12.570 Jeremy, there's this thing that's coming out 00:58:12.570 --> 00:58:15.060 that could change everything. 00:58:15.060 --> 00:58:17.910 And I said, yeah, yeah, yeah, Sal, who knows? 00:58:17.910 --> 00:58:19.890 People in Silicon Valley say all sorts of crazy stuff, 00:58:19.890 --> 00:58:21.240 but now it is a reality. 00:58:21.240 --> 00:58:23.040 Now it is part of our lives. 00:58:23.040 --> 00:58:24.540 What words of wisdom do you have 00:58:24.540 --> 00:58:26.580 for educators across the country 00:58:26.580 --> 00:58:28.010 as they finish up this beautiful summer 00:58:28.010 --> 00:58:31.863 and then get ready to take on the first fall with AI intact? 00:58:33.420 --> 00:58:35.790 - Yeah, I'll say kind of what we've been trying 00:58:35.790 --> 00:58:37.170 to tell ourselves at Khan Academy, 00:58:37.170 --> 00:58:38.730 because some of the stuff is very exciting, 00:58:38.730 --> 00:58:40.380 but it's also intimidating. 00:58:40.380 --> 00:58:41.213 It's a little bit scary. 00:58:41.213 --> 00:58:42.180 There's a lot of edge cases 00:58:42.180 --> 00:58:43.980 that none of us know what to deal with. 00:58:43.980 --> 00:58:46.650 And the solution isn't to hide from it. 00:58:46.650 --> 00:58:48.360 The solution is to try to engage with it. 00:58:48.360 --> 00:58:51.510 And there's all these debates 00:58:51.510 --> 00:58:53.280 about whether AI is gonna be good for humanity 00:58:53.280 --> 00:58:54.120 or bad for humanity. 00:58:54.120 --> 00:58:55.410 And what I've been telling people is like, 00:58:55.410 --> 00:58:56.730 I don't think it's a flip of a coin. 00:58:56.730 --> 00:58:58.710 I actually think it's going to depend 00:58:58.710 --> 00:59:01.410 on whether good people with good intent 00:59:01.410 --> 00:59:04.730 are jumping in and trying to make good use of it. 00:59:04.730 --> 00:59:06.840 Because we know the bad people with bad intent 00:59:06.840 --> 00:59:10.290 are already jumping in and trying to make bad use of it. 00:59:10.290 --> 00:59:13.170 So I think it's actually really important for all of us. 00:59:13.170 --> 00:59:16.140 Hopefully everyone here is good people with good use cases 00:59:16.140 --> 00:59:19.380 who wanna do good by humanity to jump in, 00:59:19.380 --> 00:59:20.970 learn it ourselves. 00:59:20.970 --> 00:59:23.730 This is one of those moments where no one is an expert 00:59:23.730 --> 00:59:24.870 and everyone can be an expert. 00:59:24.870 --> 00:59:29.310 If you've played with Khanmigo or ChatGPT for an hour, 00:59:29.310 --> 00:59:32.100 you're already in like the top 10% of humanity. 00:59:32.100 --> 00:59:33.870 You're already an expert. 00:59:33.870 --> 00:59:37.250 So this is a moment where people should jump in, 00:59:37.250 --> 00:59:41.730 but also don't judge all of generative AI 00:59:41.730 --> 00:59:44.970 based on ChatGPT, which was not designed for this. 00:59:44.970 --> 00:59:48.240 And it's in any way, shape or form, 00:59:48.240 --> 00:59:50.820 but give tools like Khanmigo a shot. 00:59:50.820 --> 00:59:53.310 If we can hopefully get you access, 00:59:53.310 --> 00:59:54.810 start playing with it, seeing how you use it 00:59:54.810 --> 00:59:56.550 with your students, give us feedback 00:59:56.550 --> 00:59:58.260 because we are very serious about, 00:59:58.260 --> 00:59:59.580 we didn't talk about all the guardrails 00:59:59.580 --> 01:00:00.450 about keeping it safe. 01:00:00.450 --> 01:00:01.403 We talked a little bit about the transcripting 01:00:01.403 --> 01:00:04.560 and the second AI that actively notifies parents 01:00:04.560 --> 01:00:06.600 and teachers if something is amiss. 01:00:06.600 --> 01:00:07.980 Obviously we're thinking a lot about cheating 01:00:07.980 --> 01:00:11.173 and things like that, but yeah, jump into it. 01:00:11.173 --> 01:00:13.620 I think number one, if you, just as was said, 01:00:13.620 --> 01:00:15.870 if you start using it to start saving you 01:00:15.870 --> 01:00:18.663 from some of your work that you, 01:00:18.663 --> 01:00:21.180 it's not your favorite thing to write rubrics 01:00:21.180 --> 01:00:25.140 or whatever, you're gonna start being an expert. 01:00:25.140 --> 01:00:26.730 And then if you start having your students 01:00:26.730 --> 01:00:28.620 start to use it for even light cases, 01:00:28.620 --> 01:00:29.697 you're gonna start learning a lot. 01:00:29.697 --> 01:00:31.170 And we're all actually gonna learn a lot. 01:00:31.170 --> 01:00:33.000 We're all relatively new to this space, 01:00:33.000 --> 01:00:35.640 but it's all about leaning into it 01:00:35.640 --> 01:00:38.460 and thinking about it boldly, but responsibly. 01:00:38.460 --> 01:00:39.540 - Love that. 01:00:39.540 --> 01:00:40.800 I'll just end with the words 01:00:40.800 --> 01:00:42.510 that I always told my kindergarten students, 01:00:42.510 --> 01:00:44.610 which is, if you wanna learn something the best way, 01:00:44.610 --> 01:00:46.350 don't be afraid to get your hands dirty. 01:00:46.350 --> 01:00:47.850 So I think this is a chance for us all 01:00:47.850 --> 01:00:49.860 to build something really awesome together. 01:00:49.860 --> 01:00:53.070 So here's wishing you all a beautiful rest of the summer, 01:00:53.070 --> 01:00:54.550 a great start to the new year, 01:00:54.550 --> 01:00:57.090 and we'd love to be part of that journey as well. 01:00:57.090 --> 01:00:59.160 Here's wishing you many exciting adventures. 01:00:59.160 --> 01:01:00.010 Cheers, everyone.

Zero pairs worked example

https://www.youtube.com/watch?v=hwK33GvGIK4

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https://www.youtube.com/api/timedtext?v=hwK33GvGIK4&ei=n1WUZaOOG7a9hcIP9eSR-AY&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245263&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=9ECECFD1009441F0AABD4C32BF642B023D6E5BF8.757AE1242A70629BA8141C83D26FE49C1D231890&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.240 --> 00:00:01.800 - [Instructor] We're told, "This is the key 00:00:01.800 --> 00:00:03.720 for the integer chips." 00:00:03.720 --> 00:00:07.020 So this yellow circle with a plus is equal to one. 00:00:07.020 --> 00:00:09.930 This, I guess, pinkish circle, peach circle, 00:00:09.930 --> 00:00:13.417 with a minus, that is equal to negative one. 00:00:13.417 --> 00:00:15.570 "Consider the following image." 00:00:15.570 --> 00:00:16.740 And so, there we have a bunch 00:00:16.740 --> 00:00:18.900 of the positive yellow circles, 00:00:18.900 --> 00:00:21.480 and then we have even more of the pink, 00:00:21.480 --> 00:00:24.127 or peach-looking negative circles. 00:00:24.127 --> 00:00:27.000 "Complete the description of the image. 00:00:27.000 --> 00:00:32.000 There are blank zero pairs and blank units left over." 00:00:32.190 --> 00:00:33.630 If you're actually doing this exercise, 00:00:33.630 --> 00:00:35.730 this is a screenshot from the exercise, 00:00:35.730 --> 00:00:37.110 you would fill in something here, 00:00:37.110 --> 00:00:39.270 and there's a dropdown over here. 00:00:39.270 --> 00:00:40.807 So the first question you might ask is, 00:00:40.807 --> 00:00:44.040 "What is a zero pair?" 00:00:44.040 --> 00:00:48.270 So a zero pair is when you take two opposite numbers, 00:00:48.270 --> 00:00:51.570 and they essentially, when you add them, 00:00:51.570 --> 00:00:53.520 they cancel out to get to zero. 00:00:53.520 --> 00:00:57.840 An example of that would be one plus negative one. 00:00:57.840 --> 00:01:01.410 These two numbers are opposites, so they are a zero pair, 00:01:01.410 --> 00:01:04.320 because when you add them together, you get zero. 00:01:04.320 --> 00:01:05.880 Why does that make sense? 00:01:05.880 --> 00:01:09.330 Well, imagine if positive values were walking forward, 00:01:09.330 --> 00:01:11.820 and negative values were walking backwards. 00:01:11.820 --> 00:01:14.130 So you could view this as one step forward 00:01:14.130 --> 00:01:15.810 plus one step backward. 00:01:15.810 --> 00:01:18.450 That's just going to get you back to where you were before. 00:01:18.450 --> 00:01:20.280 You could have other zero pairs. 00:01:20.280 --> 00:01:25.280 You could have things like positive two plus negative two. 00:01:25.380 --> 00:01:27.240 That's also a zero pair. 00:01:27.240 --> 00:01:30.060 You walk two steps forward and then two steps backward. 00:01:30.060 --> 00:01:32.130 That's just going to get you back to where you were before. 00:01:32.130 --> 00:01:34.080 You will not have moved after all, 00:01:34.080 --> 00:01:36.840 or you'd be back to where you were before. 00:01:36.840 --> 00:01:38.639 So let's think about how many zero pairs 00:01:38.639 --> 00:01:40.500 there are over here. 00:01:40.500 --> 00:01:43.890 Well, we know that each of the ones forms a zero pair 00:01:43.890 --> 00:01:45.240 with each of the negative ones. 00:01:45.240 --> 00:01:49.500 So that's one zero pair, two, three, 00:01:49.500 --> 00:01:52.350 four, five zero pairs. 00:01:52.350 --> 00:01:53.790 So I'll just write a five right over here. 00:01:53.790 --> 00:01:55.470 You would type that in if you were doing this. 00:01:55.470 --> 00:01:58.500 And then how many units are left over? 00:01:58.500 --> 00:02:00.600 Well, you could see right over here, 00:02:00.600 --> 00:02:05.600 we see that we have two of the negative one units left over.

Common percentages

https://www.youtube.com/watch?v=GdwjpJwa8Ys

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en

WEBVTT Kind: captions Language: en 00:00:00.300 --> 00:00:01.450 - [Instructor] What I would like you to do 00:00:01.450 --> 00:00:04.010 is pause this video and see if you can calculate 00:00:04.010 --> 00:00:09.010 each of these percentages, and ideally do it in your head. 00:00:10.110 --> 00:00:12.540 All right, now let's do it together. 00:00:12.540 --> 00:00:14.630 Now I said, how are you going to do it in your head? 00:00:14.630 --> 00:00:16.570 You might be tempted to write down these 00:00:16.570 --> 00:00:19.140 as multiplication problems and have to write it down. 00:00:19.140 --> 00:00:21.140 And that might be a reasonable thing, 00:00:21.140 --> 00:00:23.490 but these are particular percentages 00:00:23.490 --> 00:00:25.640 that you might see a lot of in life 00:00:25.640 --> 00:00:28.450 and so it's useful to think about them in your head. 00:00:28.450 --> 00:00:30.774 For example, 1%. 00:00:30.774 --> 00:00:35.600 1% is the same thing as 1 over 100. 00:00:35.600 --> 00:00:38.370 So 1% of 900 is the same thing 00:00:38.370 --> 00:00:41.230 as 1/100 of 900. 00:00:41.230 --> 00:00:44.250 And so this question boils down to really 00:00:44.250 --> 00:00:48.990 what is 900 divided by 100. 00:00:48.990 --> 00:00:52.510 And that of course is equal to 9. 00:00:52.510 --> 00:00:56.680 Let's do another example. What's 10% of 630? 00:00:56.680 --> 00:00:59.100 Well 10% 00:00:59.100 --> 00:01:02.560 is equal to 10 over 100, 00:01:02.560 --> 00:01:05.290 which is the same thing as 1 over 10. 00:01:05.290 --> 00:01:07.560 So if I were to say 10% of 630, 00:01:07.560 --> 00:01:11.220 that's the same thing as saying 1/10 of 630. 00:01:11.220 --> 00:01:15.320 So this all boils down to 630 divided by 10, 00:01:15.320 --> 00:01:19.090 which you would recognize as 63. 00:01:19.090 --> 00:01:24.090 All right, let's do this next one, 20% of 45. 00:01:24.100 --> 00:01:26.430 You might recognize already, and if you haven't already, 00:01:26.430 --> 00:01:28.720 it's good to recognize that 20% 00:01:28.720 --> 00:01:31.160 is the same thing as 20 over 100, 00:01:31.160 --> 00:01:33.850 or that it's the same thing as 1 over 5. 00:01:33.850 --> 00:01:36.740 It's good to just know that hey, 20% is 1/5. 00:01:36.740 --> 00:01:39.150 So if I'm saying 1/5 of 45, 00:01:39.150 --> 00:01:42.470 that's the same thing as 45 divided by 5, 00:01:42.470 --> 00:01:45.540 which is of course, equal to 9. 00:01:45.540 --> 00:01:48.150 Let's keep going. This is too much fun. 00:01:48.150 --> 00:01:53.141 25%, you might recognize that's the same thing as 1/4, 00:01:53.141 --> 00:01:56.320 25% is 25 over 100. 00:01:56.320 --> 00:01:59.050 If you divide the numerator and the denominator by 25, 00:01:59.050 --> 00:02:00.900 you're going to get 1 over 4. 00:02:00.900 --> 00:02:04.120 So this is equivalent to saying what's 1/4 of 28. 00:02:04.120 --> 00:02:09.110 Well, 28 divided by 4 is, of course, 7. 00:02:09.110 --> 00:02:13.350 Let's keep going. 50% of 128. 00:02:13.350 --> 00:02:16.223 You might recognize 50% is the same thing as 1/2. 00:02:17.070 --> 00:02:20.923 It's 50 over 100, which is equal to 1/2. 00:02:21.840 --> 00:02:24.690 And so we're really just saying what's half of 128, 00:02:24.690 --> 00:02:27.020 or what's 128 divided by 2. 00:02:27.020 --> 00:02:29.533 And that of course would be 64. 00:02:30.600 --> 00:02:35.600 And then last but not least, 400% of 8. 00:02:35.610 --> 00:02:40.500 Well, 400%, that's the same thing as 400 over 100, 00:02:40.500 --> 00:02:42.330 or it's equal to 4. 00:02:42.330 --> 00:02:45.120 So that's really saying what's 4 times 8. 00:02:45.120 --> 00:02:50.120 So 4 times 8 is, of course, equal to 32. 00:02:50.350 --> 00:02:51.353 And we are done.

Plotting inequalities on a number line

https://www.youtube.com/watch?v=xe6TO45kLL4

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en

WEBVTT Kind: captions Language: en 00:00:00.810 --> 00:00:02.784 - [Instructor] We're told that Pierre has 48 minutes 00:00:02.784 --> 00:00:06.600 until he needs to get ready for his dance lesson. 00:00:06.600 --> 00:00:10.410 Graph how many minutes he can spend playing with his pet, 00:00:10.410 --> 00:00:12.570 before getting ready. 00:00:12.570 --> 00:00:15.720 If you are so inspired, I encourage you to be so inspired, 00:00:15.720 --> 00:00:17.993 pause the video and see if you can work through that. 00:00:17.993 --> 00:00:20.160 All right, now let's think through this together. 00:00:20.160 --> 00:00:23.100 So first of all, before I even graph it, I could say, 00:00:23.100 --> 00:00:27.180 let's say that M is how many minutes 00:00:27.180 --> 00:00:31.290 he is playing with his pet, before getting ready. 00:00:31.290 --> 00:00:32.700 So let's just call it, 00:00:32.700 --> 00:00:35.279 that's what M is going to be equal to. 00:00:35.279 --> 00:00:37.230 It's how many minutes he spends. 00:00:37.230 --> 00:00:41.370 And so how would M relate to the 48 minutes? 00:00:41.370 --> 00:00:42.660 Well, he has 48 minutes, 00:00:42.660 --> 00:00:46.080 so he could spend anywhere from zero, 00:00:46.080 --> 00:00:49.110 up to and including 48 minutes. 00:00:49.110 --> 00:00:52.140 So you might say M is less than 48. 00:00:52.140 --> 00:00:53.160 But it's not just less than, 00:00:53.160 --> 00:00:55.620 it could even be exactly 48 minutes. 00:00:55.620 --> 00:00:57.297 As long as immediately after that, 00:00:57.297 --> 00:00:59.400 he gets ready for his dance lesson. 00:00:59.400 --> 00:01:02.130 So M is less than or equal to 48. 00:01:02.130 --> 00:01:04.260 So if I were to put that on a number line, 00:01:04.260 --> 00:01:06.633 let me construct a number line like this. 00:01:09.018 --> 00:01:13.560 And let me put this at zero right over here. 00:01:13.560 --> 00:01:18.560 And let's say this is 10, 20, 30, 40, 50, 60, keep going. 00:01:28.170 --> 00:01:29.760 This could be 70. 00:01:29.760 --> 00:01:32.100 This is going to be essentially the values of M 00:01:32.100 --> 00:01:33.060 that are going to be okay, 00:01:33.060 --> 00:01:35.372 as long as he's prepared for his dance lesson. 00:01:35.372 --> 00:01:38.340 M is less than or equal to 48. 00:01:38.340 --> 00:01:42.960 So what we can do is, we can go to 48, which is, let's see, 00:01:42.960 --> 00:01:43.793 this would be 45, 00:01:43.793 --> 00:01:45.810 so 40 eight's gonna be right around there. 00:01:45.810 --> 00:01:46.950 So that's 48. 00:01:46.950 --> 00:01:48.840 And since it can be equal to 48, 00:01:48.840 --> 00:01:50.100 we're gonna fill in the circle. 00:01:50.100 --> 00:01:52.980 If it just said purely less than 48, 00:01:52.980 --> 00:01:54.540 but not less than or equal, 00:01:54.540 --> 00:01:56.100 then we would put an open circle here. 00:01:56.100 --> 00:01:58.830 But because it's less than or equal to, 00:01:58.830 --> 00:02:01.050 we're going to include 48 right over there. 00:02:01.050 --> 00:02:03.660 I'll write the number 48 to make it clear what that is, 00:02:03.660 --> 00:02:05.640 and less than or equal to. 00:02:05.640 --> 00:02:08.520 So it's gonna be all of the values less than that. 00:02:08.520 --> 00:02:11.343 And so it would look something like this. 00:02:13.680 --> 00:02:15.960 I'm doing that light blue color. 00:02:15.960 --> 00:02:20.195 It would look something like then, like that. 00:02:20.195 --> 00:02:23.070 And if we wanted to be clear that we're including zero, 00:02:23.070 --> 00:02:25.860 we could actually put a dot here as well. 00:02:25.860 --> 00:02:26.790 It wouldn't make sense 00:02:26.790 --> 00:02:30.240 to go and include negative values as well. 00:02:30.240 --> 00:02:33.573 But let's do another example, a different example. 00:02:33.573 --> 00:02:37.470 So here, we are told that the Harris family 00:02:37.470 --> 00:02:39.420 needs to heat their leftover gumbo, 00:02:39.420 --> 00:02:42.300 to a minimum of 74 degrees Celsius, 00:02:42.300 --> 00:02:44.250 to be sure it is safe to eat. 00:02:44.250 --> 00:02:47.220 Graph temperatures to which they could heat their food, 00:02:47.220 --> 00:02:49.470 so that it is safe to eat. 00:02:49.470 --> 00:02:50.820 So once again, pause this video, 00:02:50.820 --> 00:02:51.990 and see if you could think about that, 00:02:51.990 --> 00:02:53.613 before we do this together. 00:02:55.080 --> 00:02:58.680 All right, well let's imagine, 00:02:58.680 --> 00:03:02.160 let's see, maybe we'll say T for temperature. 00:03:02.160 --> 00:03:03.510 So T for temperature. 00:03:03.510 --> 00:03:07.320 And let's say T is the temperature that they heat to, 00:03:07.320 --> 00:03:12.320 temperature that they heat their gumbo to, 00:03:12.737 --> 00:03:14.850 that they heat to. 00:03:14.850 --> 00:03:16.890 And now let's do a number line. 00:03:16.890 --> 00:03:18.510 We see, well, before I even do number line, 00:03:18.510 --> 00:03:21.300 let me express it as some kind of an inequality. 00:03:21.300 --> 00:03:25.230 So they need a minimum of 74 degrees Celsius. 00:03:25.230 --> 00:03:29.580 So that means it has to be at least 74, or higher. 00:03:29.580 --> 00:03:34.580 So that means T is not just greater than 74 degrees Celsius. 00:03:37.230 --> 00:03:40.200 It can also be exactly 74 degrees Celsius, 00:03:40.200 --> 00:03:43.474 'cause it says as long as it's a minimum of 74. 00:03:43.474 --> 00:03:44.550 So if it's exactly 74, 00:03:44.550 --> 00:03:47.070 that is apparently going to be safe to eat. 00:03:47.070 --> 00:03:48.420 And anything higher than that, 00:03:48.420 --> 00:03:49.860 is also going to be safe to eat. 00:03:49.860 --> 00:03:51.540 At some point you can get to such a high temperature, 00:03:51.540 --> 00:03:54.210 that you essentially turn your food into ash. 00:03:54.210 --> 00:03:56.670 It might not be a delicious gumbo anymore, 00:03:56.670 --> 00:03:58.930 but it would probably be safe to eat, 00:03:58.930 --> 00:03:59.790 if you're just eating gumbo powder 00:03:59.790 --> 00:04:02.040 of some gumbo ash I guess. 00:04:02.040 --> 00:04:03.450 Actually, I'm not sure if that's safe to eat. 00:04:03.450 --> 00:04:04.920 But let's just assume it is. 00:04:04.920 --> 00:04:06.060 I don't recommend doing that. 00:04:06.060 --> 00:04:08.190 But let's put this on the number line. 00:04:08.190 --> 00:04:12.810 So let me, and actually here, actually, 00:04:12.810 --> 00:04:16.200 let me do it in white so that I can, in that reddish color, 00:04:16.200 --> 00:04:19.637 I can actually put the values that we care about. 00:04:19.637 --> 00:04:22.380 And we can have negative temperature, 00:04:22.380 --> 00:04:23.880 if we're talking about degrees Celsius. 00:04:23.880 --> 00:04:28.770 So let's say that this is zero degrees, 00:04:28.770 --> 00:04:33.770 this is 10, 20, 30, 40, 50, 60, 70. 00:04:39.390 --> 00:04:40.590 Let me label that one. 00:04:40.590 --> 00:04:42.300 That's 70 degrees. 00:04:42.300 --> 00:04:44.550 This would be 80 degrees right over here. 00:04:44.550 --> 00:04:48.030 If we wanted to, this would be negative 10, negative 20. 00:04:48.030 --> 00:04:49.110 And we have to be greater than, 00:04:49.110 --> 00:04:51.510 or equal to 74 degrees Celsius. 00:04:51.510 --> 00:04:55.260 If we just had T is greater than 74 degrees Celsius, 00:04:55.260 --> 00:04:57.990 we would go to 74, which would be right around there. 00:04:57.990 --> 00:04:59.490 We put an open circle, 00:04:59.490 --> 00:05:01.620 and then we would go greater than that. 00:05:01.620 --> 00:05:06.420 So that's if T was strictly greater than 74 degrees Celsius. 00:05:06.420 --> 00:05:08.580 But it's greater than or equal to. 00:05:08.580 --> 00:05:10.080 And so because of that, 00:05:10.080 --> 00:05:12.300 we are going to fill in this dot right over there. 00:05:12.300 --> 00:05:17.300 And to be clear, that is at 74 degrees and we're done.

Signs of sums on a number line

https://www.youtube.com/watch?v=VBEQgXLhBzU

vtt

https://www.youtube.com/api/timedtext?v=VBEQgXLhBzU&ei=n1WUZY_4GfiThcIPruGa8A8&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245263&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=17439F1EB00C2976F47776555563561691209502.684B83A2A0E330663C0F1A6FDC0D2E87FB322DE2&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.840 --> 00:00:02.460 - [Instructor] Let's give ourselves some intuition 00:00:02.460 --> 00:00:05.160 and then some practice adding negative numbers. 00:00:05.160 --> 00:00:08.503 So let's start with -11 plus -3. 00:00:10.290 --> 00:00:13.410 So first we can visualize what -11 looks like 00:00:13.410 --> 00:00:14.730 on a number line like this. 00:00:14.730 --> 00:00:17.610 I intentionally have not marked off any of the numbers. 00:00:17.610 --> 00:00:19.290 We can just build an intuition 00:00:19.290 --> 00:00:22.200 for what's going to happen here. 00:00:22.200 --> 00:00:23.850 So if we're talking about -11, 00:00:23.850 --> 00:00:27.870 you could think about that as 11 to the left of zero, 00:00:27.870 --> 00:00:30.240 or if you start at zero right over here, 00:00:30.240 --> 00:00:33.540 we are going to go 11 to the left, 00:00:33.540 --> 00:00:35.040 which I'm just estimating. 00:00:35.040 --> 00:00:36.090 I have nothing marked here, 00:00:36.090 --> 00:00:40.350 but let's just say that gets us right about there. 00:00:40.350 --> 00:00:45.350 Now to that, I am going to add -3. 00:00:45.840 --> 00:00:50.250 So if I start at -11 and I add -3, 00:00:50.250 --> 00:00:52.260 I'm gonna go three more to the left. 00:00:52.260 --> 00:00:56.130 I'm gonna go three more even more in the negative direction. 00:00:56.130 --> 00:00:59.310 So it's going to go something like that, 00:00:59.310 --> 00:01:02.190 and I'm going to end up even more negative, 00:01:02.190 --> 00:01:06.390 even further from zero, further to the left from zero 00:01:06.390 --> 00:01:08.160 than I was at -11. 00:01:08.160 --> 00:01:11.160 You might already be guessing what that is, 00:01:11.160 --> 00:01:14.340 but we'll think about that more in a little bit. 00:01:14.340 --> 00:01:16.290 Let's do another example. 00:01:16.290 --> 00:01:21.290 Let's say, -11 plus 3, what would that look like? 00:01:21.300 --> 00:01:25.830 Well, we have the same -11, going on right over here, 00:01:25.830 --> 00:01:27.900 which we already drew, 00:01:27.900 --> 00:01:30.324 but now let me do plus 3 in a different color, 00:01:30.324 --> 00:01:32.700 let me do it in green so we don't get confused. 00:01:32.700 --> 00:01:34.860 So negative 11 plus 3. 00:01:34.860 --> 00:01:37.620 So if we start at -11 right over here, 00:01:37.620 --> 00:01:39.390 but now we're adding 3. 00:01:39.390 --> 00:01:42.870 So now I'm gonna go to the right. 00:01:42.870 --> 00:01:46.830 So notice, here, I'm still ending up left 00:01:46.830 --> 00:01:49.620 of zero on the number line, so I'm still going to end up 00:01:49.620 --> 00:01:52.890 in a negative place, but it is less negative. 00:01:52.890 --> 00:01:57.890 It's left, it's less to the left that negative 11 was. 00:01:57.900 --> 00:01:59.160 But that's interesting, 00:01:59.160 --> 00:02:01.050 I'm still gonna get a negative value. 00:02:01.050 --> 00:02:06.050 Now, let's imagine if I were to have +11 plus -3, 00:02:07.380 --> 00:02:09.150 think about what would happen there. 00:02:09.150 --> 00:02:12.210 So +11, lemme do this in this red color, 00:02:12.210 --> 00:02:14.380 it might look something like this, 00:02:14.380 --> 00:02:19.380 +11 would look something like that. 00:02:19.410 --> 00:02:23.010 I'm starting at zero and I go 11 to the right 00:02:23.010 --> 00:02:25.643 and now I'm going to add -3 to that, 00:02:27.024 --> 00:02:28.740 I'm going to add negative three. 00:02:28.740 --> 00:02:32.016 So where I left off here, I'm now going to go three. 00:02:32.016 --> 00:02:34.212 Am I going to the right or to the left? 00:02:34.212 --> 00:02:35.217 What's a -3? 00:02:35.217 --> 00:02:38.250 I'm going to go to the left over here. 00:02:38.250 --> 00:02:41.970 So it might get us someplace right around there. 00:02:41.970 --> 00:02:46.170 So I went 11 to the right and then I go 3 to the left. 00:02:46.170 --> 00:02:47.550 So I'm still going to end up to the right. 00:02:47.550 --> 00:02:50.010 I'm still going to have a positive value, 00:02:50.010 --> 00:02:54.000 but it's going to be less positive than that 11 over there. 00:02:54.000 --> 00:02:55.500 Now, let's give one more scenario 00:02:55.500 --> 00:02:57.240 and this is one that you're probably familiar with 00:02:57.240 --> 00:02:58.440 for many years. 00:02:58.440 --> 00:03:02.250 If I had +11 plus 3. 00:03:02.250 --> 00:03:06.210 Well, I have that +11 in red already over there. 00:03:06.210 --> 00:03:09.570 And then if I were to add 3. 00:03:09.570 --> 00:03:12.030 it would get me even more positive 00:03:12.030 --> 00:03:13.920 and I think you know what that probably is 00:03:13.920 --> 00:03:16.110 if you go even more positive. 00:03:16.110 --> 00:03:18.360 So there's a couple of interesting patterns. 00:03:18.360 --> 00:03:21.420 If we are adding numbers of the same signs, 00:03:21.420 --> 00:03:22.890 if we're adding two negatives, 00:03:22.890 --> 00:03:24.300 we still end up with a negative. 00:03:24.300 --> 00:03:27.750 If we add two positives, we still end up with a positive. 00:03:27.750 --> 00:03:30.930 But when we're adding numbers of different signs, 00:03:30.930 --> 00:03:33.450 you actually end up taking on the sign 00:03:33.450 --> 00:03:37.530 of whichever one is further from zero. 00:03:37.530 --> 00:03:41.793 So for example, when I took -11 plus 3, 00:03:46.260 --> 00:03:48.840 I still end up with an answer that is to the left of zero, 00:03:48.840 --> 00:03:50.370 something that is negative 00:03:50.370 --> 00:03:54.420 because 11 is further to the left of zero 00:03:54.420 --> 00:03:57.570 than 3 is moving in the right direction. 00:03:57.570 --> 00:03:59.850 And then when we did 11 plus -3, 00:03:59.850 --> 00:04:02.010 it was the other way around. 00:04:02.010 --> 00:04:03.990 Hopefully we've built up some intuition 00:04:03.990 --> 00:04:05.070 and now what I'm gonna do 00:04:05.070 --> 00:04:07.050 is tackle these exact same problems, 00:04:07.050 --> 00:04:09.030 but we're gonna do it with a number line 00:04:09.030 --> 00:04:11.130 that actually has the number marked off 00:04:11.130 --> 00:04:13.950 and we can actually compute what these are going to be. 00:04:13.950 --> 00:04:16.350 So let me delete all of this 00:04:16.350 --> 00:04:21.350 and then let me give ourselves, let's mark these things off, 00:04:21.390 --> 00:04:23.790 and then let's do the same ones over again. 00:04:23.790 --> 00:04:28.790 So if I were to say -11 plus -3, what would that get us? 00:04:31.230 --> 00:04:33.300 I'll try to remember the colors I just used. 00:04:33.300 --> 00:04:36.810 - 11, I can start at zero here 00:04:36.810 --> 00:04:39.720 and I'm going to go to the left, 11, 00:04:39.720 --> 00:04:42.870 and I get to, whoops, I went a little bit too far. 00:04:42.870 --> 00:04:46.920 I'm gonna go all the way -5, -10, right over here, 00:04:46.920 --> 00:04:50.190 - 11, gets me right over there. 00:04:50.190 --> 00:04:55.190 And then to that I am going to add -3. 00:04:56.100 --> 00:04:58.800 So to that I'm going to, different color, 00:04:58.800 --> 00:05:00.390 let me do this carefully. 00:05:00.390 --> 00:05:02.850 To that, I am going to add -3. 00:05:02.850 --> 00:05:06.240 So I start there and I'm gonna go three more to the left. 00:05:06.240 --> 00:05:08.100 So 1, 2, 3. 00:05:08.100 --> 00:05:11.460 So I am going to end up right over there. 00:05:11.460 --> 00:05:12.780 And where do I end up? 00:05:12.780 --> 00:05:15.120 That is at -14. 00:05:15.120 --> 00:05:17.553 So this is equal to negative, 00:05:17.553 --> 00:05:22.293 lemme do this in a neutral color, it's equal to -14. 00:05:23.370 --> 00:05:25.890 Now, let's, actually, let's do this in different orders 00:05:25.890 --> 00:05:27.930 just to see what's going on here. 00:05:27.930 --> 00:05:30.120 Let's do the, essentially, something very similar, 00:05:30.120 --> 00:05:31.560 but let's go to the right of the number line. 00:05:31.560 --> 00:05:35.220 Let's do 11 plus 3. 00:05:35.220 --> 00:05:38.193 So 11 plus 3, we could start with +11. 00:05:39.690 --> 00:05:44.690 So let me do that in red, so +11 would look like that, 00:05:46.800 --> 00:05:48.600 that's that right over there. 00:05:48.600 --> 00:05:51.840 And then I am going to add 3. 00:05:51.840 --> 00:05:56.383 So I'm going to add 1, 2, 3, and I get to +14. 00:05:58.680 --> 00:06:02.040 So notice, here I ended up 14 to the right of zero, 00:06:02.040 --> 00:06:05.370 here I ended up 14 to the left of zero. 00:06:05.370 --> 00:06:06.630 But now let's look at the scenarios 00:06:06.630 --> 00:06:09.000 where we had mixed signs. 00:06:09.000 --> 00:06:14.000 So let's say we have -11 plus 3. 00:06:14.010 --> 00:06:17.220 What do we think that is going to be equal to? 00:06:17.220 --> 00:06:20.310 So we already have drawn -11. 00:06:20.310 --> 00:06:22.560 That is negative 11, right over there. 00:06:22.560 --> 00:06:25.470 And now we want to think about plus 3, 00:06:25.470 --> 00:06:27.570 so we're gonna start right over here, 00:06:27.570 --> 00:06:30.480 and I'll do it a little bit higher so we can see ourselves. 00:06:30.480 --> 00:06:31.680 And then plus three, 00:06:31.680 --> 00:06:33.420 we're gonna go three to the right from that point. 00:06:33.420 --> 00:06:36.150 So 1, 2, 3. 00:06:36.150 --> 00:06:37.920 Where do we end up? 00:06:37.920 --> 00:06:41.970 Well, this right over here is -8, 00:06:41.970 --> 00:06:46.650 so we are now at -8. 00:06:46.650 --> 00:06:49.620 Now let's do it, let's do the other way around. 00:06:49.620 --> 00:06:54.620 If we had +11 plus -3 what is that going to be equal to? 00:06:56.520 --> 00:06:59.850 Well, we've already drawn +11 here, 00:06:59.850 --> 00:07:02.603 but now we're adding -3. 00:07:02.603 --> 00:07:05.460 - 3 is in this, like, salmon color looking thing. 00:07:05.460 --> 00:07:07.290 They're very close, but different. 00:07:07.290 --> 00:07:12.240 So now we're going to add -3 to +11, so we start here, 00:07:12.240 --> 00:07:14.970 but we're gonna go three to the left 'cause it's negative. 00:07:14.970 --> 00:07:17.100 So 1, 2, 3. 00:07:17.100 --> 00:07:18.450 And where do we end up? 00:07:18.450 --> 00:07:21.483 We end up at +8.

Subtracting with integer chips

https://www.youtube.com/watch?v=yTqhzgpt_9Y

vtt

https://www.youtube.com/api/timedtext?v=yTqhzgpt_9Y&ei=qVWUZcOjAbzoxN8Ps-qnkAo&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245273&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=54FFF3E6F00FC01E61D6092A629F6FA06ED7FA2E.122358BB5E481014A9F248954FFD0802E97783A5&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.810 --> 00:00:02.340 - [Instructor] Let's say that we wanna figure out 00:00:02.340 --> 00:00:05.400 what negative eight minus negative two is. 00:00:05.400 --> 00:00:07.050 Now there's a lot of ways to approach this, 00:00:07.050 --> 00:00:09.150 but what we're going to focus on in this video 00:00:09.150 --> 00:00:10.890 is to really build the intuition, 00:00:10.890 --> 00:00:11.910 and we're going to do that 00:00:11.910 --> 00:00:13.740 with something called number chips 00:00:13.740 --> 00:00:15.570 which you might have seen before. 00:00:15.570 --> 00:00:16.560 So the first thing is, 00:00:16.560 --> 00:00:20.370 I'm going to represent negative eight with number chips. 00:00:20.370 --> 00:00:21.203 Well number chips, 00:00:21.203 --> 00:00:24.630 I can either have a negative number chip like that 00:00:24.630 --> 00:00:28.410 or I could have a positive number chip like that, 00:00:28.410 --> 00:00:30.780 and if you have one negative and one positive, 00:00:30.780 --> 00:00:32.130 if you were to combine these two, 00:00:32.130 --> 00:00:35.490 they could essentially cancel out to just zero 00:00:35.490 --> 00:00:37.830 because they're opposites of each other, 00:00:37.830 --> 00:00:39.990 and we've looked at that in other videos, 00:00:39.990 --> 00:00:42.600 but let's go to actually representing this up here. 00:00:42.600 --> 00:00:44.670 So negative eight could be represented 00:00:44.670 --> 00:00:47.940 as eight of these negative number chips. 00:00:47.940 --> 00:00:49.110 So let me do that over here. 00:00:49.110 --> 00:00:54.110 So that's one, two, three, four, 00:00:54.480 --> 00:00:59.310 five, six, seven, and eight. 00:00:59.310 --> 00:01:02.910 Now if we're subtracting a negative number, 00:01:02.910 --> 00:01:04.650 this negative number right over here, 00:01:04.650 --> 00:01:08.730 you could view this as two negative number chips, 00:01:08.730 --> 00:01:10.290 but we're going to be taking those away 00:01:10.290 --> 00:01:12.720 because we have a subtraction right over here. 00:01:12.720 --> 00:01:14.910 So if we start with negative eight, 00:01:14.910 --> 00:01:17.040 if we wanna subtract negative two, 00:01:17.040 --> 00:01:20.910 we can just take away two of these negative number chips, 00:01:20.910 --> 00:01:22.560 so let's just do that. 00:01:22.560 --> 00:01:26.010 And then how many negative number chips are we left with? 00:01:26.010 --> 00:01:29.190 We have one, two, three, four, five, six. 00:01:29.190 --> 00:01:30.300 So this is going to be, 00:01:30.300 --> 00:01:31.980 is that going to be six or negative six? 00:01:31.980 --> 00:01:33.750 Well these are negative number chips, 00:01:33.750 --> 00:01:37.650 so this is going to be equal to negative six. 00:01:37.650 --> 00:01:39.600 Now let's up it a little bit 00:01:39.600 --> 00:01:40.500 and let's start with something 00:01:40.500 --> 00:01:41.760 that might seem a little bit intuitive, 00:01:41.760 --> 00:01:43.830 and once again, there's many ways to approach this. 00:01:43.830 --> 00:01:47.010 Maybe the number chip technique will resonate with you 00:01:47.010 --> 00:01:49.200 for building a little bit of an intuition. 00:01:49.200 --> 00:01:52.290 Let's say we wanna figure out four minus seven. 00:01:52.290 --> 00:01:53.990 What is that going to be equal to? 00:01:54.840 --> 00:01:56.850 Well four is a positive number, 00:01:56.850 --> 00:01:59.310 so I think I'm gonna use some positive number chips 00:01:59.310 --> 00:02:00.750 to represent four. 00:02:00.750 --> 00:02:05.373 I could represent that as one, two, 00:02:06.240 --> 00:02:11.240 three, and four positive number chips. 00:02:11.910 --> 00:02:15.090 Now, if I'm taking away seven, I could say hey, I'm gonna, 00:02:15.090 --> 00:02:17.130 and I'm taking away a positive seven here, 00:02:17.130 --> 00:02:18.090 so that would be equivalent 00:02:18.090 --> 00:02:21.090 to taking away seven positive number chips, 00:02:21.090 --> 00:02:23.580 but I don't have seven positive number chips here, 00:02:23.580 --> 00:02:25.800 so what could I do? 00:02:25.800 --> 00:02:27.660 Well, I talked before, 00:02:27.660 --> 00:02:31.200 if I have one positive and one negative, they cancel out, 00:02:31.200 --> 00:02:33.060 so I can add these pairs 00:02:33.060 --> 00:02:35.010 of positive and negative number chips 00:02:35.010 --> 00:02:38.640 until I get to seven so that I can then take them away. 00:02:38.640 --> 00:02:39.720 So let me do that. 00:02:39.720 --> 00:02:44.720 So I'm gonna add a positive and I'm going to add a negative. 00:02:46.500 --> 00:02:48.810 Let me make sure I'm doing that same color. 00:02:48.810 --> 00:02:50.970 So this, once again, this is still four, 00:02:50.970 --> 00:02:53.880 because these two right over here, these cancel out. 00:02:53.880 --> 00:02:56.790 These are just zero, so you're just left with positive four. 00:02:56.790 --> 00:02:59.490 So I can do that, frankly, as many times as I want, 00:02:59.490 --> 00:03:00.960 and I still have four. 00:03:00.960 --> 00:03:02.940 So let me do that again. 00:03:02.940 --> 00:03:06.180 This is still equal to four, because once again, 00:03:06.180 --> 00:03:09.360 each of these pairs cancel out to just a zero. 00:03:09.360 --> 00:03:10.830 And let me do that again. 00:03:10.830 --> 00:03:11.663 And once again, 00:03:11.663 --> 00:03:14.460 my goal is to have seven positive number chips 00:03:14.460 --> 00:03:16.890 'cause I need to take away a positive seven, 00:03:16.890 --> 00:03:19.680 so let me put the negative right over here. 00:03:19.680 --> 00:03:22.770 So this is all, right over here, equivalent to four. 00:03:22.770 --> 00:03:24.510 It's equivalent to what we had before, 00:03:24.510 --> 00:03:25.980 but by adding these pairs, 00:03:25.980 --> 00:03:30.840 I now have seven positive number chips. 00:03:30.840 --> 00:03:34.590 Now, if I'm taking away a positive seven, 00:03:34.590 --> 00:03:38.220 I can take away seven, let me do this in another color, 00:03:38.220 --> 00:03:40.980 I can take away seven positive number chips, 00:03:40.980 --> 00:03:42.660 and I have seven now, so I'm gonna take away one, 00:03:42.660 --> 00:03:45.990 two, three, four, five, six, seven. 00:03:45.990 --> 00:03:47.310 Now, what am I left with? 00:03:47.310 --> 00:03:49.710 Well all the positive number chips are gone, 00:03:49.710 --> 00:03:52.740 and all I have left are three negative number chips, 00:03:52.740 --> 00:03:55.500 so this is going to be negative three. 00:03:55.500 --> 00:03:57.030 Three negative number chips 00:03:57.030 --> 00:03:59.370 is the same thing as negative three. 00:03:59.370 --> 00:04:01.020 Let's do another example. 00:04:01.020 --> 00:04:06.020 Let's say that I wanna do positive five minus negative one. 00:04:06.570 --> 00:04:07.830 Why don't you pause this video 00:04:07.830 --> 00:04:10.503 and see if you can do this with number chips. 00:04:11.640 --> 00:04:12.840 All right? 00:04:12.840 --> 00:04:15.720 Well let's first represent that positive five 00:04:15.720 --> 00:04:18.030 with five positive number chips, 00:04:18.030 --> 00:04:23.030 so that's one, two, three, four, and then five. 00:04:25.920 --> 00:04:28.080 Now, we're not taking away a positive number. 00:04:28.080 --> 00:04:29.640 If we were taking away a positive number, 00:04:29.640 --> 00:04:32.280 we could just take away some of these positive number chips. 00:04:32.280 --> 00:04:33.780 We're taking away a negative number, 00:04:33.780 --> 00:04:35.850 so we need to have negative number chips 00:04:35.850 --> 00:04:37.530 in order to take 'em away. 00:04:37.530 --> 00:04:40.080 So, and we're only taking away one negative one, 00:04:40.080 --> 00:04:42.780 or we're taking away one negative number chip, I should say, 00:04:42.780 --> 00:04:44.010 so let's add one of those pairs. 00:04:44.010 --> 00:04:45.360 Remember, we can keep adding pairs 00:04:45.360 --> 00:04:47.700 'cause it doesn't change the value because they cancel out. 00:04:47.700 --> 00:04:48.540 So let's add a pair. 00:04:48.540 --> 00:04:51.990 This is one positive number chip, 00:04:51.990 --> 00:04:56.490 and then let's put a negative number chip right over there. 00:04:56.490 --> 00:04:58.620 This quantity that's represented with number chips 00:04:58.620 --> 00:05:01.110 is still five because these last two cancel out, 00:05:01.110 --> 00:05:04.080 and you're just left with one, two, three, four, five. 00:05:04.080 --> 00:05:06.180 The whole reason why I added this pair here 00:05:06.180 --> 00:05:08.520 is now I can take away a negative one. 00:05:08.520 --> 00:05:10.080 That negative one is represented 00:05:10.080 --> 00:05:12.840 by this negative number chip right over here, 00:05:12.840 --> 00:05:14.520 so if I take that away, 00:05:14.520 --> 00:05:16.470 this taking away negative one, 00:05:16.470 --> 00:05:19.050 that's taking away a negative number chip. 00:05:19.050 --> 00:05:20.820 And now what am I left with? 00:05:20.820 --> 00:05:23.040 Well I'm now left with one, two, 00:05:23.040 --> 00:05:26.160 three, four, five, six positive number chips, 00:05:26.160 --> 00:05:28.953 or that's just a positive six.

How to Implement AI in Your Classroom

https://www.youtube.com/watch?v=S6Q474FnrSc

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WEBVTT Kind: captions Language: en 00:00:00.330 --> 00:00:02.940 - Okay, big welcome to everyone who's joining. 00:00:02.940 --> 00:00:03.900 I know it takes a little while 00:00:03.900 --> 00:00:06.859 to get every possible Zoom member signed up, 00:00:06.859 --> 00:00:08.460 but I have to tell you all, 00:00:08.460 --> 00:00:10.763 I'm so thrilled to be here today with you 00:00:10.763 --> 00:00:14.160 with a rockstar panel of teachers. 00:00:14.160 --> 00:00:16.110 We have so many great educators 00:00:16.110 --> 00:00:19.320 from across the country who are here to share their wisdom, 00:00:19.320 --> 00:00:20.609 share their expertise with you, 00:00:20.609 --> 00:00:25.609 and I'm thrilled that so many of you are here to listen in. 00:00:25.680 --> 00:00:30.420 We had over 2000 registrations just from the US alone, 00:00:30.420 --> 00:00:33.240 and I cannot wait to get you all kicked off. 00:00:33.240 --> 00:00:36.070 So, with that said, let me go ahead and dive in. 00:00:36.070 --> 00:00:37.080 And I just wanna make sure 00:00:37.080 --> 00:00:39.543 that we have everyone signed up here, 00:00:40.765 --> 00:00:43.680 and we've got a rockstar team. 00:00:43.680 --> 00:00:48.120 We've got Emily Norton from the Khan World School, 00:00:48.120 --> 00:00:51.453 our new partnership with ASU down there in Phoenix, 00:00:51.453 --> 00:00:55.530 serving educators and teachers around the world. 00:00:55.530 --> 00:00:59.700 We've got a Brennan and Malia from the Khan Lab School, 00:00:59.700 --> 00:01:02.400 right here in California where I'm sitting. 00:01:02.400 --> 00:01:04.620 And then from our partner school district, 00:01:04.620 --> 00:01:07.110 the school city of Hobart in Indiana, 00:01:07.110 --> 00:01:09.912 we've got Tim, their director of secondary curriculum, 00:01:09.912 --> 00:01:12.990 and Madeline, their English department head. 00:01:12.990 --> 00:01:15.508 And it's such a great group that we are thrilled, thrilled, 00:01:15.508 --> 00:01:17.490 thrilled to have you all here. 00:01:17.490 --> 00:01:18.720 Now, that being said, 00:01:18.720 --> 00:01:20.910 before we dive into all the Q&A, 00:01:20.910 --> 00:01:22.530 there's gonna be so much of it. 00:01:22.530 --> 00:01:23.550 I wanna make sure that we get 00:01:23.550 --> 00:01:25.410 to know you a little bit better. 00:01:25.410 --> 00:01:29.130 So here we go with a little poll just to kick things off. 00:01:29.130 --> 00:01:31.500 So come ahead and tell us about yourself. 00:01:31.500 --> 00:01:35.070 Tell us, where do you sit in this broader ecosystem 00:01:35.070 --> 00:01:37.230 that is education in 2023? 00:01:37.230 --> 00:01:38.941 From teacher to instructional coach 00:01:38.941 --> 00:01:41.130 to curriculum developer and beyond. 00:01:41.130 --> 00:01:42.810 Tell us about your grade level. 00:01:42.810 --> 00:01:44.790 Are you serving younger students, older students, 00:01:44.790 --> 00:01:46.140 or everyone? 00:01:46.140 --> 00:01:49.140 And then finally, if you had to pick a primary subject, 00:01:49.140 --> 00:01:50.370 what is your big focus? 00:01:50.370 --> 00:01:52.468 Or maybe as a former kindergarten teacher, like myself, 00:01:52.468 --> 00:01:53.850 you cover everything. 00:01:53.850 --> 00:01:55.680 So let us know right in the chat. 00:01:55.680 --> 00:01:57.177 We're gonna wait about three more seconds 00:01:57.177 --> 00:02:00.780 and then we'll end the poll and share the results. 00:02:00.780 --> 00:02:02.151 And I just wanna give a big shout out also 00:02:02.151 --> 00:02:05.654 to Peggy Buffington, who is the superintendent 00:02:05.654 --> 00:02:09.270 at the city schools of Hobart in Indiana. 00:02:09.270 --> 00:02:12.120 So, thrilled to have Peggy with us as well. 00:02:12.120 --> 00:02:16.293 Okay, so let me just end the poll and share the results. 00:02:17.250 --> 00:02:21.150 And, let's see here. 00:02:21.150 --> 00:02:24.630 It looks like the whopping majority is 80% teacher, 00:02:24.630 --> 00:02:26.130 which totally makes sense. 00:02:26.130 --> 00:02:28.950 We also have 8% administrators and principals, 00:02:28.950 --> 00:02:32.250 and then a bunch of teaching assistants, counselors, 00:02:32.250 --> 00:02:34.457 librarians, instructional coaches, curriculum developers, 00:02:34.457 --> 00:02:35.510 and more. 00:02:35.510 --> 00:02:38.460 So thank you for joining across those different roles. 00:02:38.460 --> 00:02:41.430 Then I see probably a majority, or not a majority, 00:02:41.430 --> 00:02:43.740 maybe a plurality in high school, 00:02:43.740 --> 00:02:45.658 followed by middle school, elementary school, 00:02:45.658 --> 00:02:48.420 and then a lot of folks on the higher education end as well, 00:02:48.420 --> 00:02:50.370 and adult education, which is fantastic. 00:02:50.370 --> 00:02:52.350 Even some early childhood folks. 00:02:52.350 --> 00:02:54.030 Again, as a former kindergarten teacher myself, 00:02:54.030 --> 00:02:55.107 I love to see that. 00:02:55.107 --> 00:02:57.330 And then finally, primary subject area, 00:02:57.330 --> 00:02:59.923 obviously lots of folks serving every possible area, 00:02:59.923 --> 00:03:03.175 but certainly a lot of folks in math, science, ELA, 00:03:03.175 --> 00:03:05.190 social studies and beyond. 00:03:05.190 --> 00:03:06.800 So with all that said, 00:03:06.800 --> 00:03:09.120 I know that the summer is beckoning 00:03:09.120 --> 00:03:11.070 and I wanna be respectful of your time. 00:03:11.070 --> 00:03:12.900 So let's hit the ground running. 00:03:12.900 --> 00:03:14.490 The way we're gonna do this today 00:03:14.490 --> 00:03:17.934 is we are gonna take your questions through the Q&A format. 00:03:17.934 --> 00:03:19.872 So if you go to your zoom screen 00:03:19.872 --> 00:03:22.230 and you click that little Q&A button, 00:03:22.230 --> 00:03:23.790 those little speech bubbles, 00:03:23.790 --> 00:03:25.920 I want you to do two things for me. 00:03:25.920 --> 00:03:29.160 Number one, I want you to put your own questions in; 00:03:29.160 --> 00:03:30.982 the spicier, the better, the more burning, 00:03:30.982 --> 00:03:32.850 the more important. 00:03:32.850 --> 00:03:33.683 And then number two, 00:03:33.683 --> 00:03:35.790 I want you to up vote the other questions 00:03:35.790 --> 00:03:37.590 that are really important to you. 00:03:37.590 --> 00:03:39.270 And we're gonna answer those questions 00:03:39.270 --> 00:03:40.923 based on how many votes they get 00:03:40.923 --> 00:03:43.830 to make sure that we really answer 00:03:43.830 --> 00:03:45.030 the most important questions. 00:03:45.030 --> 00:03:45.990 So if you've got questions 00:03:45.990 --> 00:03:48.900 about AI in the context of lesson planning, 00:03:48.900 --> 00:03:51.300 AI in the context of working with students, 00:03:51.300 --> 00:03:54.420 whatever it is, put those questions right in. 00:03:54.420 --> 00:03:57.330 And just so you know, this session will be recorded, 00:03:57.330 --> 00:03:59.310 it will be shared out automatically, 00:03:59.310 --> 00:04:00.780 and everyone who's joined live, 00:04:00.780 --> 00:04:03.720 which is you, will be getting not only the recording, 00:04:03.720 --> 00:04:06.081 but also a certificate of professional development 00:04:06.081 --> 00:04:10.050 and then a chance to win a free year's access to Khanmigo, 00:04:10.050 --> 00:04:11.730 our new AI tool. 00:04:11.730 --> 00:04:12.873 So with that said, 00:04:12.873 --> 00:04:15.660 let's start off with some juicy questions. 00:04:15.660 --> 00:04:16.950 And I'm gonna start out with this question 00:04:16.950 --> 00:04:19.747 that we received ahead of time, which is, 00:04:19.747 --> 00:04:23.280 "How can I use AI to design lesson plans?" 00:04:23.280 --> 00:04:25.223 I can't tell you the number of questions we got about this, 00:04:25.223 --> 00:04:27.330 which I think speaks to the main point 00:04:27.330 --> 00:04:29.790 of coming up with new lesson plans over and over again. 00:04:29.790 --> 00:04:31.251 So for our guest panel, 00:04:31.251 --> 00:04:33.750 if you've got a juicy answer to that question, 00:04:33.750 --> 00:04:35.340 if you've tried that out already, 00:04:35.340 --> 00:04:36.710 just go ahead and raise your hand 00:04:36.710 --> 00:04:39.360 and I will call upon you to give that answer. 00:04:39.360 --> 00:04:40.626 So Emily, I saw your hand go up. 00:04:40.626 --> 00:04:43.983 Feel free to unmute Emily and share your response. 00:04:45.220 --> 00:04:47.229 - Okay, this is actually a really cool feature 00:04:47.229 --> 00:04:51.960 of Khanmigo that they are working on continually developing 00:04:51.960 --> 00:04:53.700 and making more and more robust all the time. 00:04:53.700 --> 00:04:54.930 And I just was in with one 00:04:54.930 --> 00:04:56.400 of their research people last week 00:04:56.400 --> 00:04:57.930 and did an interview and she showed me 00:04:57.930 --> 00:05:00.120 some of the new features that are coming along. 00:05:00.120 --> 00:05:01.837 You can put in, you know, 00:05:01.837 --> 00:05:05.160 "I need to develop a lesson on polynomials." 00:05:05.160 --> 00:05:06.510 I'm not a math teacher, 00:05:06.510 --> 00:05:08.017 but I could put in a lesson like, 00:05:08.017 --> 00:05:10.620 "I am teaching about theme in literature," right? 00:05:10.620 --> 00:05:11.940 As an English teacher. 00:05:11.940 --> 00:05:14.850 And it will come up with a lesson plan 00:05:14.850 --> 00:05:17.686 that includes things like a warmup activity, 00:05:17.686 --> 00:05:19.428 guided practice, 00:05:19.428 --> 00:05:22.050 it will walk you through and give you ideas 00:05:22.050 --> 00:05:24.690 for each and every part of a lesson, 00:05:24.690 --> 00:05:27.690 all the way down to the exit ticket at the end. 00:05:27.690 --> 00:05:28.638 And when we tested it out 00:05:28.638 --> 00:05:31.098 and she's like, let's go ahead and put in, 00:05:31.098 --> 00:05:32.947 what did you, you know, 00:05:32.947 --> 00:05:35.280 "What do you want for a warmup activity?" 00:05:35.280 --> 00:05:36.750 And it was a math lesson that came up 00:05:36.750 --> 00:05:37.897 and she was like, 00:05:37.897 --> 00:05:40.050 "Look, it came up with a scavenger hunt." 00:05:40.050 --> 00:05:43.230 And it totally explained the way to do a scavenger hunt 00:05:43.230 --> 00:05:45.720 in order to engage and get the students. 00:05:45.720 --> 00:05:50.720 So you can literally ask for a lesson plan on any topic. 00:05:50.850 --> 00:05:53.520 I think the math topics will probably be the most robust 00:05:53.520 --> 00:05:56.243 because that is what Khan Academy is really known for. 00:05:56.243 --> 00:05:58.050 But when it comes to those, 00:05:58.050 --> 00:06:00.990 it will not only give you just basic objectives 00:06:00.990 --> 00:06:01.823 and things like that, 00:06:01.823 --> 00:06:04.740 but it will actually give you ideas for activities 00:06:04.740 --> 00:06:07.260 that you can incorporate throughout the lesson 00:06:07.260 --> 00:06:10.230 to keep things fresh and new. 00:06:10.230 --> 00:06:13.530 And so that was one of the the prime things 00:06:13.530 --> 00:06:15.060 that I love as a teacher, 00:06:15.060 --> 00:06:17.824 that it's constantly feeding me new ideas 00:06:17.824 --> 00:06:20.670 to help me keep my classroom fresh. 00:06:20.670 --> 00:06:22.770 - And just to sort of illustrate that, 00:06:22.770 --> 00:06:23.603 I'm gonna show you 00:06:23.603 --> 00:06:26.367 what this Khan Academy Khanmigo tool looks like. 00:06:26.367 --> 00:06:27.787 And so sure enough, you can say, 00:06:27.787 --> 00:06:29.880 "Create a humanities lesson plan." 00:06:29.880 --> 00:06:30.713 You could say, 00:06:30.713 --> 00:06:33.403 "I really focused on fifth grade," you know, 00:06:33.403 --> 00:06:37.170 writing and it can build something really great for you. 00:06:37.170 --> 00:06:39.750 That being said, I don't wanna make this all about Khanmigo. 00:06:39.750 --> 00:06:41.220 So if there are other great tools, 00:06:41.220 --> 00:06:43.230 feel free to share those out as well. 00:06:43.230 --> 00:06:45.270 But thank you so much for getting us started. 00:06:45.270 --> 00:06:46.650 Let's go over to Malia. 00:06:46.650 --> 00:06:47.970 Malia, what's your experience been 00:06:47.970 --> 00:06:49.950 with lesson planning with AI? 00:06:49.950 --> 00:06:53.130 - Well, just to kind of build off of what Emily was saying, 00:06:53.130 --> 00:06:55.140 the great thing is that it's interactive. 00:06:55.140 --> 00:06:56.646 So if it gives you this lesson hook idea 00:06:56.646 --> 00:06:57.607 and it says like, 00:06:57.607 --> 00:06:59.070 "Hey, you should do a scavenger hunt," 00:06:59.070 --> 00:07:00.007 you can type back and say, 00:07:00.007 --> 00:07:02.040 "Actually we did a scavenger hunt last week, 00:07:02.040 --> 00:07:04.860 is there anything you can suggest for us to do in pairs?" 00:07:04.860 --> 00:07:05.693 Right? 00:07:05.693 --> 00:07:07.500 So you can have a conversation with it 00:07:07.500 --> 00:07:09.393 as kind of like a thought partner. 00:07:10.230 --> 00:07:11.063 - That's awesome. 00:07:11.063 --> 00:07:13.230 And then let's go to Madeline. 00:07:13.230 --> 00:07:14.926 Madeline, what's your take here? 00:07:14.926 --> 00:07:19.260 - So I have a couple examples that I've screenshotted 00:07:19.260 --> 00:07:22.590 from when we had access this past spring. 00:07:22.590 --> 00:07:23.690 So I'm gonna go ahead- 00:07:27.810 --> 00:07:30.912 - All right. Oh, Madeline, I think you got muted there. 00:07:30.912 --> 00:07:31.745 If you don't mind unmuting one sec, 00:07:31.745 --> 00:07:33.173 but we can see your screen great. 00:07:37.110 --> 00:07:39.160 Let's see if we can unmute Madeline here. 00:07:41.081 --> 00:07:43.298 - [Madeline] Yes. - Okay, here we go. 00:07:43.298 --> 00:07:44.131 Okay, awesome. 00:07:44.131 --> 00:07:44.964 - Can you still hear me? 00:07:44.964 --> 00:07:45.797 - Yeah, we can hear you great. 00:07:45.797 --> 00:07:48.360 - Wonderful, okay, so we were going 00:07:48.360 --> 00:07:50.640 through a massive curriculum change this year. 00:07:50.640 --> 00:07:51.540 All of our, 00:07:51.540 --> 00:07:53.070 our district is K12, 00:07:53.070 --> 00:07:55.260 and every single grade level of ELA 00:07:55.260 --> 00:07:56.490 had new curriculum this year, 00:07:56.490 --> 00:07:59.490 and that was pretty overwhelming for some of our teachers. 00:07:59.490 --> 00:08:02.010 So I worked a lot with Khanmigo 00:08:02.010 --> 00:08:04.680 to see if I could find some ways to be able to help teachers 00:08:04.680 --> 00:08:07.800 make some resources, like anticipation guides. 00:08:07.800 --> 00:08:09.150 So I was able to actually, 00:08:09.150 --> 00:08:10.350 these are just some screenshots 00:08:10.350 --> 00:08:12.570 of my chat history with Khanmigo. 00:08:12.570 --> 00:08:13.770 I had just put in, 00:08:13.770 --> 00:08:15.210 'I'd like to make an anticipation guide 00:08:15.210 --> 00:08:16.890 about civil disobedience." 00:08:16.890 --> 00:08:19.350 And it came up with some ideas for questions. 00:08:19.350 --> 00:08:22.620 And I wanted to actually kind of just build off 00:08:22.620 --> 00:08:23.460 of what Malia said. 00:08:23.460 --> 00:08:26.970 I wanted to make some tweaks to what it had suggested. 00:08:26.970 --> 00:08:28.920 So I asked it, "Can we rephrase 00:08:28.920 --> 00:08:31.740 to not contain the critical vocabulary words?" 00:08:31.740 --> 00:08:33.510 I want them to focus on the ideas 00:08:33.510 --> 00:08:36.690 rather than like shutting down through vocabulary. 00:08:36.690 --> 00:08:39.840 And it was able to immediately tweak those questions. 00:08:39.840 --> 00:08:42.810 I've also asked it before to lower the lexile level 00:08:42.810 --> 00:08:44.490 of some of those questions. 00:08:44.490 --> 00:08:45.786 And you can even specify like, 00:08:45.786 --> 00:08:49.514 "Hey, I want this to be at a lexile level of about 700, 00:08:49.514 --> 00:08:52.200 can you adjust the ideas to suit that?" 00:08:52.200 --> 00:08:53.635 And it absolutely will. 00:08:53.635 --> 00:08:56.670 I've also used it to then take, you know, 00:08:56.670 --> 00:08:57.720 that anticipation guide, 00:08:57.720 --> 00:08:59.970 I've turned it into a a worksheet from there, 00:08:59.970 --> 00:09:02.040 but I've also used it for readings. 00:09:02.040 --> 00:09:04.470 So I have examples here of, you know, 00:09:04.470 --> 00:09:07.170 Henry David Thoreau's civil disobedience. 00:09:07.170 --> 00:09:09.180 I had some anticipation questions there 00:09:09.180 --> 00:09:11.700 and I asked it to simplify those questions. 00:09:11.700 --> 00:09:13.602 So you can see it's pretty adaptive 00:09:13.602 --> 00:09:15.810 to meet the needs of your students 00:09:15.810 --> 00:09:18.540 and of your particular lesson or worksheet 00:09:18.540 --> 00:09:20.250 that you're planning. 00:09:20.250 --> 00:09:21.083 - That's awesome. 00:09:21.083 --> 00:09:22.290 Thank you so much for sharing that, Madeline. 00:09:22.290 --> 00:09:24.000 That was super helpful. 00:09:24.000 --> 00:09:27.120 Okay, so now, let's go to a really juicy question 00:09:27.120 --> 00:09:29.970 that I know so many teachers are thinking right now. 00:09:29.970 --> 00:09:32.336 Beth asks, "How do I make sure 00:09:32.336 --> 00:09:36.780 that students aren't plagiarizing when writing by using AI?" 00:09:36.780 --> 00:09:38.460 So we talked a little bit about the educator side 00:09:38.460 --> 00:09:39.750 and we'll come back to that. 00:09:39.750 --> 00:09:41.790 But now let's talk about the student side. 00:09:41.790 --> 00:09:43.890 Who's got thoughts there? 00:09:43.890 --> 00:09:45.918 Again, feel free to raise your hand as a panelist 00:09:45.918 --> 00:09:49.470 and then we will see who's got some deep thoughts. 00:09:49.470 --> 00:09:52.616 We'll start again with Emily. Emily, what's your take here? 00:09:52.616 --> 00:09:54.690 - This is a really tricky one, 00:09:54.690 --> 00:09:58.230 and it's one that I have to admit I'm still working out 00:09:58.230 --> 00:10:00.933 and working through as a high school English teacher. 00:10:00.933 --> 00:10:04.612 I can definitely, here's the thing about AI writing. 00:10:04.612 --> 00:10:07.449 Especially when it's a new bot and it's learning, 00:10:07.449 --> 00:10:10.320 it tends to be very, very formulaic. 00:10:10.320 --> 00:10:13.110 And I know that there's a professor at ASU, 00:10:13.110 --> 00:10:15.000 which is our umbrella school, 00:10:15.000 --> 00:10:17.820 that ASU prep is under, who I work for. 00:10:17.820 --> 00:10:20.220 And he has embraced it, 00:10:20.220 --> 00:10:21.720 and I've read a lot of articles from him. 00:10:21.720 --> 00:10:23.786 He has embraced it in his writing classroom 00:10:23.786 --> 00:10:26.640 as being a place where students could start with it 00:10:26.640 --> 00:10:28.650 as like a rough draft. 00:10:28.650 --> 00:10:30.840 And so, but then you're gonna work with it 00:10:30.840 --> 00:10:33.390 because the bot is gonna turn back very, 00:10:33.390 --> 00:10:35.510 like you're gonna see all the transition words, 00:10:35.510 --> 00:10:38.040 boom, boom, boom, boom, boom. 00:10:38.040 --> 00:10:39.840 But if you let them start with it 00:10:39.840 --> 00:10:42.600 as a rough draft and then you teach them 00:10:42.600 --> 00:10:44.130 the process of revision, 00:10:44.130 --> 00:10:45.450 then I feel so much more comfortable 00:10:45.450 --> 00:10:47.160 and they're actually learning the process of revision, 00:10:47.160 --> 00:10:49.198 which I find to be the most valuable piece 00:10:49.198 --> 00:10:52.350 of teaching writing, personally, as a writing teacher. 00:10:52.350 --> 00:10:53.910 I think that's where the power is, 00:10:53.910 --> 00:10:55.020 learning to take those ideas 00:10:55.020 --> 00:10:57.510 and really hone them and make them much stronger 00:10:57.510 --> 00:11:00.840 and more robust than the initial bot will turn out. 00:11:00.840 --> 00:11:03.420 So I've tried to embrace it that way. 00:11:03.420 --> 00:11:04.620 Okay, if they turn in something, 00:11:04.620 --> 00:11:06.960 but that's just gonna be a rough draft. 00:11:06.960 --> 00:11:08.670 And then you go from there. 00:11:08.670 --> 00:11:09.503 - I love that. 00:11:09.503 --> 00:11:11.283 Let's go to Madeline next. 00:11:13.020 --> 00:11:15.570 - So I think for this one, 00:11:15.570 --> 00:11:18.810 I would probably be inclined to be a little bit more blunt. 00:11:18.810 --> 00:11:20.664 How can we make sure that they aren't? 00:11:20.664 --> 00:11:23.135 I think the reality of the world that we live in 00:11:23.135 --> 00:11:26.948 is they are going to use it, right? 00:11:26.948 --> 00:11:31.948 When we had our pilot access to Khanmigo this past spring, 00:11:32.003 --> 00:11:34.830 I actually caught ten of my students 00:11:34.830 --> 00:11:37.440 using the program incorrectly at the first go 00:11:37.440 --> 00:11:39.840 where they were using it for more than I had set 00:11:39.840 --> 00:11:41.400 in terms of parameters, 00:11:41.400 --> 00:11:43.470 it is pretty easy to identify 00:11:43.470 --> 00:11:46.080 as long as you have them do some kind of like, let's say, 00:11:46.080 --> 00:11:49.350 writing diagnostic at the beginning of the year 00:11:49.350 --> 00:11:51.150 so that you're able to get a feel for like, 00:11:51.150 --> 00:11:53.287 what is this student's voice actually like? 00:11:53.287 --> 00:11:55.620 You know, I like to tell my students like, 00:11:55.620 --> 00:11:58.350 I can still read with my human eyes 00:11:58.350 --> 00:12:02.760 and use my human brain to tell that that's not your writing. 00:12:02.760 --> 00:12:04.560 So the key thing that I did 00:12:04.560 --> 00:12:07.140 in my dual credit composition classes, 00:12:07.140 --> 00:12:08.430 I teach early college writing 00:12:08.430 --> 00:12:10.330 for some of my classes at Hobart, 00:12:10.330 --> 00:12:13.230 the biggest thing that I've said to them is, 00:12:13.230 --> 00:12:16.140 I'm gonna set parameters of what is acceptable, 00:12:16.140 --> 00:12:17.580 what is going to be allowed. 00:12:17.580 --> 00:12:19.860 And so I had them use it for brainstorming. 00:12:19.860 --> 00:12:21.570 I had them use it for outlining. 00:12:21.570 --> 00:12:23.850 I had a student who wanted to write a paper 00:12:23.850 --> 00:12:27.420 about the theoretical likelihood of nuclear warfare, 00:12:27.420 --> 00:12:31.290 which is a topic I know absolutely nothing about. 00:12:31.290 --> 00:12:34.608 And I looked in his Khanmigo chat history 00:12:34.608 --> 00:12:39.608 and was able to see him brainstorming with the AI. 00:12:39.870 --> 00:12:42.330 He was using it to help him generate these better, 00:12:42.330 --> 00:12:44.670 more sophisticated ideas for his argument 00:12:44.670 --> 00:12:46.920 that I wouldn't have been able to provide him. 00:12:46.920 --> 00:12:49.189 So the fact of the matter is that they will, 00:12:49.189 --> 00:12:53.130 but it is still pretty accessible 00:12:53.130 --> 00:12:55.680 in terms of that identification factor, right? 00:12:55.680 --> 00:12:57.240 You know your students 00:12:57.240 --> 00:12:59.877 better than the bot knows your students. 00:12:59.877 --> 00:13:03.240 And so you'll be able to see the difference pretty easily. 00:13:03.240 --> 00:13:04.073 - Very cool. 00:13:04.073 --> 00:13:05.340 I love that Madeline combined sort of the best 00:13:05.340 --> 00:13:06.720 of this new technology with the best 00:13:06.720 --> 00:13:09.471 of our uniquely sort of human-teacher intuition. 00:13:09.471 --> 00:13:12.166 For one last thought, let's go to Malia 00:13:12.166 --> 00:13:14.647 and then we'll move on to the next question. 00:13:14.647 --> 00:13:17.181 - I think one of the fun things 00:13:17.181 --> 00:13:19.170 that I've said to my students is, 00:13:19.170 --> 00:13:20.003 this is brand new, 00:13:20.003 --> 00:13:21.840 so let's figure it out together, right? 00:13:21.840 --> 00:13:23.850 Like, I've been writing for 20 years 00:13:23.850 --> 00:13:25.470 and you've been writing for less, 00:13:25.470 --> 00:13:26.742 but it's new to both of us. 00:13:26.742 --> 00:13:29.520 So you tell me, you know, what do you think it's good at? 00:13:29.520 --> 00:13:31.732 And I'll tell you where I think it's falling short. 00:13:31.732 --> 00:13:33.436 So that kind of process 00:13:33.436 --> 00:13:35.220 of we're all figuring this out together, 00:13:35.220 --> 00:13:36.300 I think has been helpful 00:13:36.300 --> 00:13:37.560 and making it just like a part 00:13:37.560 --> 00:13:39.254 of our classroom conversations. 00:13:39.254 --> 00:13:41.520 But to answer the specifics of the question, 00:13:41.520 --> 00:13:43.776 I think you wanna think about writing as a process 00:13:43.776 --> 00:13:45.860 and introducing Khanmigo 00:13:45.860 --> 00:13:48.240 is like part of that scaffolding, right? 00:13:48.240 --> 00:13:49.950 So at least for me, 00:13:49.950 --> 00:13:51.930 and for my teaching practice, 00:13:51.930 --> 00:13:55.740 I'm mainly working with high school students, right? 00:13:55.740 --> 00:13:59.130 So they'll pick a paper topic, they'll read books on it, 00:13:59.130 --> 00:14:00.780 they'll take notes on it, right? 00:14:00.780 --> 00:14:02.369 Then they'll develop their thesis statement, 00:14:02.369 --> 00:14:05.220 then I'll ask them, okay, parent share, talk to a friend. 00:14:05.220 --> 00:14:07.530 How would your friend improve your thesis statement? 00:14:07.530 --> 00:14:09.300 Okay, let's throw it in Khanmigo. 00:14:09.300 --> 00:14:12.630 All right, now how did Khanmigo suggest, right? 00:14:12.630 --> 00:14:14.754 And so then we have your friends, we have Khanmigo's, 00:14:14.754 --> 00:14:17.190 okay, so you are the author, it's your voice, right? 00:14:17.190 --> 00:14:19.020 How do you wanna recraft it? 00:14:19.020 --> 00:14:21.660 So using it in that kind of like scaffolded approach 00:14:21.660 --> 00:14:23.940 and using it with them as opposed 00:14:23.940 --> 00:14:27.060 to kind of like something that's happening, you know, 00:14:27.060 --> 00:14:28.800 away and outside the classroom. 00:14:28.800 --> 00:14:29.760 I think that's where you're gonna get 00:14:29.760 --> 00:14:32.075 the best dialogue with them over 00:14:32.075 --> 00:14:33.928 how to use it in the way that all of you decide together 00:14:33.928 --> 00:14:36.030 is the way you want to use it? 00:14:36.030 --> 00:14:37.410 - Love those answers. 00:14:37.410 --> 00:14:39.480 Thank you for the great feedback, 00:14:39.480 --> 00:14:41.520 the great sort of framing of this big tricky question. 00:14:41.520 --> 00:14:42.353 And thanks to Beth 00:14:42.353 --> 00:14:44.730 for asking such a powerful question to begin with. 00:14:44.730 --> 00:14:46.681 Now, speaking of really popular questions, 00:14:46.681 --> 00:14:49.170 there are two questions that actually go hand in hand. 00:14:49.170 --> 00:14:50.827 The first is from Robert, which is, 00:14:50.827 --> 00:14:52.530 "Which AI app should I be using 00:14:52.530 --> 00:14:55.110 to help design classroom materials and experiences?" 00:14:55.110 --> 00:14:57.120 'Cause obviously there's a whole panoply of options, 00:14:57.120 --> 00:14:59.850 so I'd love to hear people raise their hands about that one. 00:14:59.850 --> 00:15:00.720 And then Shalom, 00:15:00.720 --> 00:15:03.090 who's one of our all-star Khan Academy ambassadors 00:15:03.090 --> 00:15:06.302 wants to know, "Hey, will Khanmigo ever become free 00:15:06.302 --> 00:15:08.607 for individual teachers and their students?" 00:15:08.607 --> 00:15:10.620 And I would love my amazing colleague, 00:15:10.620 --> 00:15:11.490 Kristen DeCerbo, 00:15:11.490 --> 00:15:13.260 who's our chief academic officer, 00:15:13.260 --> 00:15:15.090 to speak a little bit to where our future is headed. 00:15:15.090 --> 00:15:17.130 So let's start with the teachers. 00:15:17.130 --> 00:15:19.320 Tell us about your favorite apps in the space, 00:15:19.320 --> 00:15:21.570 and then we'll go to Kristen on the Khanmigo front. 00:15:21.570 --> 00:15:23.250 Okay, let's start this time with Tim. 00:15:23.250 --> 00:15:25.000 Tim, what do you like using so far? 00:15:26.340 --> 00:15:28.590 - I think I would just first say real quick, 00:15:28.590 --> 00:15:33.300 to piggyback on the plagiarism conversation, if I may, 00:15:33.300 --> 00:15:37.363 that conversation needs to take place, right? 00:15:37.363 --> 00:15:39.840 And that's the bottom line. 00:15:39.840 --> 00:15:41.340 It's a good question for this group, 00:15:41.340 --> 00:15:44.250 but that's a conversation that should also be taking place 00:15:44.250 --> 00:15:46.170 within your respective districts, right? 00:15:46.170 --> 00:15:48.930 With your staff and with your students. 00:15:48.930 --> 00:15:49.800 And perhaps later, 00:15:49.800 --> 00:15:53.640 we can share more on how we're kind of approaching 00:15:53.640 --> 00:15:55.170 that proactively this year 00:15:55.170 --> 00:15:58.860 under Dr. Buffington's leadership in our district. 00:15:58.860 --> 00:16:02.310 As far as tools, what I would say is, 00:16:02.310 --> 00:16:06.295 you know, you can find ultimately, you know, AI 00:16:06.295 --> 00:16:11.295 Khan is not obviously the only vendor, if you will, 00:16:12.840 --> 00:16:14.790 that's going to broach this, right? 00:16:14.790 --> 00:16:18.063 And they don't aim to be the only one in the market. 00:16:18.900 --> 00:16:22.020 What I will tell you that our superintendent, 00:16:22.020 --> 00:16:26.280 and by all means she might wanna speak more into this, 00:16:26.280 --> 00:16:29.431 is that you need to be wise stewards 00:16:29.431 --> 00:16:33.630 and ambassadors of what you are promoting. 00:16:33.630 --> 00:16:35.430 Because obviously, 00:16:35.430 --> 00:16:38.490 just because students can access things 00:16:38.490 --> 00:16:42.480 and/or staff doesn't mean that they should, right? 00:16:42.480 --> 00:16:47.130 And so for us, a big sell with Khanmigo has been, 00:16:47.130 --> 00:16:51.420 you know, we're a Khan Academy District School. 00:16:51.420 --> 00:16:52.800 And so for us, 00:16:52.800 --> 00:16:57.800 it's the embedded administrative portal and access, 00:16:57.870 --> 00:17:01.350 whereby we can see what has gone on. 00:17:01.350 --> 00:17:04.916 And so, you know, Chat GPT for example, 00:17:04.916 --> 00:17:09.600 how many students are using that per se, that aren't of age? 00:17:09.600 --> 00:17:12.300 It doesn't mean they're not going to, you know, 00:17:12.300 --> 00:17:14.790 use it even if they're under 13, 00:17:14.790 --> 00:17:16.950 or whatever the parameter is. 00:17:16.950 --> 00:17:18.570 But for us, 00:17:18.570 --> 00:17:21.900 we've broached the Khanmigo beta test 00:17:21.900 --> 00:17:26.550 as such to where it allows for oversight internally 00:17:26.550 --> 00:17:30.150 on our end to protect our staff and students. 00:17:30.150 --> 00:17:33.240 So no, it may not be the end all be all, 00:17:33.240 --> 00:17:35.340 nor was it designed to be, 00:17:35.340 --> 00:17:39.600 but it allows us to enter a space in a safe way 00:17:39.600 --> 00:17:41.553 with our staff and students. 00:17:43.511 --> 00:17:44.640 - Great call-out, Tim. 00:17:44.640 --> 00:17:47.640 And then, speaking of speaking to the elephants in the room, 00:17:47.640 --> 00:17:50.700 Kristen, I know that we have been known for 15 years now 00:17:50.700 --> 00:17:53.160 as the place that educators can go 00:17:53.160 --> 00:17:56.160 to get free tools, anytime, anywhere. 00:17:56.160 --> 00:17:57.480 What's the future of Khanmigo 00:17:57.480 --> 00:17:59.640 when it comes to making it free? 00:17:59.640 --> 00:18:00.690 - Yeah, so first, 00:18:00.690 --> 00:18:01.980 I'm gonna address the other question, which is- 00:18:01.980 --> 00:18:02.813 - Yes, yes. 00:18:02.813 --> 00:18:03.960 - I'll give a little pitch 00:18:03.960 --> 00:18:06.900 for why you might wanna use Khanmigo 00:18:06.900 --> 00:18:08.571 to help do some of your teacher tasks 00:18:08.571 --> 00:18:10.410 or some of the student tasks. 00:18:10.410 --> 00:18:15.410 And part of that is because we have drafted those prompts. 00:18:15.450 --> 00:18:18.000 So when you're interacting with Khanmigo, 00:18:18.000 --> 00:18:20.577 say, you know, "I wanna make a lesson plan." 00:18:20.577 --> 00:18:23.557 We're sending, not just you saying, 00:18:23.557 --> 00:18:27.180 "I wanna make a lesson plan to that AI, 00:18:27.180 --> 00:18:30.480 we're also sending a prompt that is about, 00:18:30.480 --> 00:18:35.070 you know, 250-300 words about what makes a lesson plan. 00:18:35.070 --> 00:18:37.020 And so, when you're doing that, 00:18:37.020 --> 00:18:39.720 as we're seeing on the screen right now, 00:18:39.720 --> 00:18:42.720 we've said, "Hey, here's the parts of a lesson plan. 00:18:42.720 --> 00:18:44.280 It should have objectives and standards, 00:18:44.280 --> 00:18:46.200 essential questions, materials." 00:18:46.200 --> 00:18:49.255 So you as the teacher don't have to tell the model 00:18:49.255 --> 00:18:52.130 what you want the lesson plan to look like. 00:18:52.130 --> 00:18:55.290 We are sending that to the model along 00:18:55.290 --> 00:18:58.710 with the information you've given to customize it 00:18:58.710 --> 00:19:01.050 so that then that's all done. 00:19:01.050 --> 00:19:02.670 And you don't have to do as much work on that. 00:19:02.670 --> 00:19:03.960 And the same is true, 00:19:03.960 --> 00:19:08.430 I actually wrote the prompt for the writing a rubric. 00:19:08.430 --> 00:19:10.020 And so I, you know, 00:19:10.020 --> 00:19:11.857 my background in educational psychology have, 00:19:11.857 --> 00:19:15.060 you know, a lot of thoughts and research 00:19:15.060 --> 00:19:16.950 about how to write good rubrics. 00:19:16.950 --> 00:19:18.575 So that's another one where we've already 00:19:18.575 --> 00:19:21.990 put in behind the scenes what makes a good rubric. 00:19:21.990 --> 00:19:23.640 So that if you just give it, 00:19:23.640 --> 00:19:28.110 as we see here, a grade and a topic, 00:19:28.110 --> 00:19:31.650 it will help you start to think about what are the criteria 00:19:31.650 --> 00:19:33.480 and then what are the performance standards. 00:19:33.480 --> 00:19:34.680 So anyway, that's a little bit 00:19:34.680 --> 00:19:39.630 of what we hope we are adding to the AI space 00:19:39.630 --> 00:19:42.480 is that education focus. 00:19:42.480 --> 00:19:44.920 Back to the cost issue. 00:19:44.920 --> 00:19:48.570 Right now, the reason, if you haven't heard this, 00:19:48.570 --> 00:19:51.210 the reason that there is a cost now, 00:19:51.210 --> 00:19:54.810 it's not because we at Khan Academy have that cost, 00:19:54.810 --> 00:19:58.576 it's because actually accessing these large language models 00:19:58.576 --> 00:20:00.540 is costing us money. 00:20:00.540 --> 00:20:03.551 So that's measured in these things they call tokens, 00:20:03.551 --> 00:20:06.028 which is about three quarters of a word. 00:20:06.028 --> 00:20:09.234 And every token is money 00:20:09.234 --> 00:20:11.700 that goes back and forth costs, 00:20:11.700 --> 00:20:13.920 then there's a cost associated with that. 00:20:13.920 --> 00:20:16.290 What we have seen, so right now, 00:20:16.290 --> 00:20:21.290 the model that we use is what Open AI calls GPT-4. 00:20:21.951 --> 00:20:26.747 And that's their most recent and advanced model 00:20:26.747 --> 00:20:28.847 that when they released four, 00:20:28.847 --> 00:20:32.550 the price for three came way down. 00:20:32.550 --> 00:20:35.065 And we also see lots of other organizations 00:20:35.065 --> 00:20:36.930 who are starting to, you know, 00:20:36.930 --> 00:20:38.670 who are coming into the space 00:20:38.670 --> 00:20:41.512 and doing things for lower costs. 00:20:41.512 --> 00:20:45.090 So we expect in the future that yes, 00:20:45.090 --> 00:20:46.800 we will be able to offer this, 00:20:46.800 --> 00:20:48.630 either at greatly reduced cost 00:20:48.630 --> 00:20:51.518 or potentially free for for some users. 00:20:51.518 --> 00:20:55.440 So the price right now is based on our cost 00:20:55.440 --> 00:20:57.687 to access these models and those models' costs. 00:20:57.687 --> 00:21:02.687 We and everyone in the AI space anticipate to come down. 00:21:02.970 --> 00:21:04.860 We're hoping six months, a year, 00:21:04.860 --> 00:21:07.410 we'll see what those prices do. 00:21:07.410 --> 00:21:08.370 - Oh, I love that. 00:21:08.370 --> 00:21:10.680 Thank you for sharing that backstory, Kristen. 00:21:10.680 --> 00:21:12.120 I'm also gonna share a little context 00:21:12.120 --> 00:21:13.830 for anyone who's curious about these different models 00:21:13.830 --> 00:21:15.570 and what the differences are. 00:21:15.570 --> 00:21:16.920 But for now, let's go to Peggy, 00:21:16.920 --> 00:21:20.370 who again is the superintendent over there in Hobart. 00:21:20.370 --> 00:21:21.630 And Peggy, I'd love for you to speak 00:21:21.630 --> 00:21:22.710 to sort of these different tools 00:21:22.710 --> 00:21:25.410 and what you're considering for your district. 00:21:25.410 --> 00:21:27.415 - Well, I mean obviously, 00:21:27.415 --> 00:21:29.985 when all of us look at the genie, 00:21:29.985 --> 00:21:31.590 let out of the bottle, 00:21:31.590 --> 00:21:34.020 I love looking at the chat history here, 00:21:34.020 --> 00:21:38.670 embracing and trailblazing with these technology tools 00:21:38.670 --> 00:21:40.140 and not lagging behind, 00:21:40.140 --> 00:21:43.230 because we know our students are out there with Chat GPT, 00:21:43.230 --> 00:21:45.333 as Dr. Krieg alluded to. 00:21:45.333 --> 00:21:48.540 So I wanna go back to, 00:21:48.540 --> 00:21:51.930 what is it that I love about Khanmigo? 00:21:51.930 --> 00:21:54.840 Because I think that this is the, to me, 00:21:54.840 --> 00:21:58.920 this is one of the best parts of this new feature, 00:21:58.920 --> 00:22:01.944 this new programming that we're talking about with AI. 00:22:01.944 --> 00:22:03.587 When our group was piloting, 00:22:03.587 --> 00:22:06.960 one of the number one things that I heard them say 00:22:06.960 --> 00:22:10.920 is that when I'm not available, they're going to chat GPT. 00:22:10.920 --> 00:22:12.870 I mean they're going to Khanmigo. 00:22:12.870 --> 00:22:14.730 That was that whole pilot group. 00:22:14.730 --> 00:22:18.930 So I like to look at it in two aspects: 00:22:18.930 --> 00:22:22.170 It's a teaching assistant and it's a tutor, right? 00:22:22.170 --> 00:22:23.910 And what do I love most about it? 00:22:23.910 --> 00:22:25.590 I like the tutor, 00:22:25.590 --> 00:22:29.280 because what do I know about kids today with Covid, 00:22:29.280 --> 00:22:33.660 it was starting to happen pre-Covid a little bit. 00:22:33.660 --> 00:22:36.810 We were getting kids to not really engage 00:22:36.810 --> 00:22:38.310 with us in a classroom. 00:22:38.310 --> 00:22:39.990 They would hold their questions, 00:22:39.990 --> 00:22:43.000 they just didn't wanna, they didn't wanna participate, 00:22:43.000 --> 00:22:46.855 they don't wanna be embarrassed, or so forth, right? 00:22:46.855 --> 00:22:50.310 And so they have no problem talking to a box 00:22:50.310 --> 00:22:54.723 or their device, whether it be a phone, a laptop, whatever. 00:22:56.130 --> 00:22:59.610 So that point, I was at one of my elementary schools, 00:22:59.610 --> 00:23:01.260 second and third grade sisters, 00:23:01.260 --> 00:23:03.150 sitting with their Chromebook, 00:23:03.150 --> 00:23:06.930 hitting the microphone, telling me about a green snake. 00:23:06.930 --> 00:23:08.850 Tell me why the snake is green. 00:23:08.850 --> 00:23:11.880 And they love interacting that way, right? 00:23:11.880 --> 00:23:14.580 That's starting with your youngest kids. 00:23:14.580 --> 00:23:17.850 So I had a middle school student 00:23:17.850 --> 00:23:20.700 that was not part of this pilot group, 00:23:20.700 --> 00:23:24.060 yet she knew that I had talked to her 00:23:24.060 --> 00:23:27.660 about this new AI component in Khan Academy 00:23:27.660 --> 00:23:30.330 that had a writing tutor, right? 00:23:30.330 --> 00:23:32.070 So here's what happened. 00:23:32.070 --> 00:23:34.860 She was dying to use that tutor. 00:23:34.860 --> 00:23:36.840 She was struggling with it. 00:23:36.840 --> 00:23:39.237 And so I pretended to be Khanmigo 00:23:39.237 --> 00:23:42.210 and I tried to like, do a zoom with her 00:23:42.210 --> 00:23:43.830 and I tried to go back and forth 00:23:43.830 --> 00:23:46.236 with those little questions to get her to write 00:23:46.236 --> 00:23:49.110 and the next thing, before you know it, 00:23:49.110 --> 00:23:50.624 she had six paragraphs 00:23:50.624 --> 00:23:54.720 and this beautiful mystery that she was writing. 00:23:54.720 --> 00:23:55.680 The point is, 00:23:55.680 --> 00:23:59.160 is that sometimes kids just need a little extra 00:23:59.160 --> 00:24:00.780 and they need to be able to ask 00:24:00.780 --> 00:24:02.820 without feeling intimidated, 00:24:02.820 --> 00:24:05.274 or feeling like someone would make fun of them, 00:24:05.274 --> 00:24:07.860 and then boom, it's right there in front of 'em. 00:24:07.860 --> 00:24:10.518 Now, Maddie would know this on screen, 00:24:10.518 --> 00:24:14.550 is that we have kids that sometimes don't go to bed 00:24:14.550 --> 00:24:16.110 at one o'clock in the morning 00:24:16.110 --> 00:24:17.820 and Maddie is trying to sleep 00:24:17.820 --> 00:24:20.770 to prepare for a 7:45 class, right? 00:24:20.770 --> 00:24:22.416 They're out using Khanmigo 00:24:22.416 --> 00:24:25.502 when their teachers aren't available. 00:24:25.502 --> 00:24:29.670 So to get back to the ethical, moral aspect of it, 00:24:29.670 --> 00:24:32.910 digital footprinting and citizenship, 00:24:32.910 --> 00:24:34.890 really vitally important for teachers 00:24:34.890 --> 00:24:36.750 to tell them how they can use it, 00:24:36.750 --> 00:24:38.760 what their expectations are. 00:24:38.760 --> 00:24:41.250 But you can't get past the fact 00:24:41.250 --> 00:24:44.190 that they've got a tutor anytime they want it. 00:24:44.190 --> 00:24:47.430 And we have to teach them that they can go do that. 00:24:47.430 --> 00:24:49.608 And the thing that I love the most about it, 00:24:49.608 --> 00:24:51.479 they walk away confidently 00:24:51.479 --> 00:24:54.120 that they've completed an assignment. 00:24:54.120 --> 00:24:56.820 Because confidence is the number one thing, right? 00:24:56.820 --> 00:24:58.020 If I can come to school 00:24:58.020 --> 00:24:59.880 and I feel like I've done my best 00:24:59.880 --> 00:25:01.468 and I got a little help from this thing 00:25:01.468 --> 00:25:03.910 on what I was allowed to do with it, 00:25:03.910 --> 00:25:06.136 I'm gonna have successful students. 00:25:06.136 --> 00:25:10.709 And I think that, we have to sell this on that merit, 00:25:10.709 --> 00:25:13.590 that kids are confident in their ability, 00:25:13.590 --> 00:25:14.880 because they have a tutor. 00:25:14.880 --> 00:25:18.150 It's the guide on the side that all of us have always wanted 00:25:18.150 --> 00:25:20.190 and we could never afford it, right? 00:25:20.190 --> 00:25:22.590 Like, wouldn't you like every kid to have their own aid? 00:25:22.590 --> 00:25:23.910 I would. 00:25:23.910 --> 00:25:27.960 So keep trying to make it affordable, Kristen, 00:25:27.960 --> 00:25:31.650 because it's too good of a tool to be closed up in a box. 00:25:31.650 --> 00:25:35.040 The beauty of Khan Academy is that it's always been free. 00:25:35.040 --> 00:25:38.190 I understand the logistics behind all of it 00:25:38.190 --> 00:25:39.420 with the different layers, 00:25:39.420 --> 00:25:41.700 the different, you know, whatever. 00:25:41.700 --> 00:25:43.440 But the beauty of Khan Academy 00:25:43.440 --> 00:25:45.270 is that it's always been free, 00:25:45.270 --> 00:25:49.440 and now it has something that will change 00:25:49.440 --> 00:25:52.290 and revolutionize the way kids do school 00:25:52.290 --> 00:25:55.470 because they have instantaneous help. 00:25:55.470 --> 00:25:56.303 And guess what? 00:25:56.303 --> 00:26:00.870 That chat history gives us what they've been doing, right? 00:26:00.870 --> 00:26:04.590 And so we know whether it's authentic or not authentic. 00:26:04.590 --> 00:26:06.180 And they've been out on Chat GPT, 00:26:06.180 --> 00:26:08.460 where they're not supposed to be, right? 00:26:08.460 --> 00:26:10.916 So keep working on the price, 00:26:10.916 --> 00:26:14.751 but you sell it to the rest of your staffs with what? 00:26:14.751 --> 00:26:17.820 Wouldn't everybody love to have a teaching assistant? 00:26:17.820 --> 00:26:18.900 And wouldn't everybody love 00:26:18.900 --> 00:26:20.580 to have a tutor for their student? 00:26:20.580 --> 00:26:23.490 There's no better way to sell this program than that. 00:26:23.490 --> 00:26:24.840 Okay, I'm done. 00:26:24.840 --> 00:26:25.740 - I love that, Peggy. 00:26:25.740 --> 00:26:27.090 Thank you so much for sharing that view 00:26:27.090 --> 00:26:29.130 from the admin perspective. 00:26:29.130 --> 00:26:30.390 I think that's such a great compliment 00:26:30.390 --> 00:26:32.220 to what our educators have already shared. 00:26:32.220 --> 00:26:34.050 And thanks also to Robert and Shalom 00:26:34.050 --> 00:26:36.480 for asking those really, really important questions. 00:26:36.480 --> 00:26:38.910 So let's go to another really important question 00:26:38.910 --> 00:26:39.743 that Amy asks. 00:26:39.743 --> 00:26:42.326 This may be the question of our generation, of our age, 00:26:42.326 --> 00:26:46.620 which is: "How can I make AI an instructional tool 00:26:46.620 --> 00:26:50.130 instead of an adversary in my classroom?" 00:26:50.130 --> 00:26:51.927 So the dark side, the light side, 00:26:51.927 --> 00:26:55.011 how do we choose that path forward for ourselves? 00:26:55.011 --> 00:26:58.953 Let's go to Tim this time. Tim, what's your take? 00:27:01.350 --> 00:27:06.350 - Well, I will briefly share an example as well. 00:27:06.540 --> 00:27:10.250 So over the course of... 00:27:11.880 --> 00:27:13.860 Over the course of the summer here, 00:27:13.860 --> 00:27:16.170 we were working on some curriculum things. 00:27:16.170 --> 00:27:18.810 And I was with a group of, 00:27:18.810 --> 00:27:20.440 pardon me while I get this pulled up. 00:27:20.440 --> 00:27:23.100 I was with a group of teachers 00:27:23.100 --> 00:27:25.080 and we were going through, 00:27:25.080 --> 00:27:27.650 oh, you know, how do I work with curriculum 00:27:27.650 --> 00:27:30.276 in a backward-design manner, right? 00:27:30.276 --> 00:27:33.720 Whereby I think about the standards 00:27:33.720 --> 00:27:35.550 and I think about the course objectives, 00:27:35.550 --> 00:27:38.061 but I wanna deliver 'em in a palpable way 00:27:38.061 --> 00:27:40.015 where it's engaging 00:27:40.015 --> 00:27:44.010 and staff feels like this is relevant. 00:27:44.010 --> 00:27:45.540 And you know, there's some things 00:27:45.540 --> 00:27:48.320 that I may feel more comfortable with than others, right? 00:27:48.320 --> 00:27:50.250 And so basically what we did, 00:27:50.250 --> 00:27:54.310 and this is from last week, or June 27th I suppose, 00:27:54.310 --> 00:27:57.930 is basically what we did is we said, "Hey." 00:27:57.930 --> 00:28:01.050 So I pulled this up in chat history by the way. 00:28:01.050 --> 00:28:03.820 We took this notion of cultural diffusion 00:28:04.890 --> 00:28:08.070 and this was one of the essential questions 00:28:08.070 --> 00:28:11.190 in the curriculum map that we were working out of. 00:28:11.190 --> 00:28:13.410 And we were talking about how to deliver this, right? 00:28:13.410 --> 00:28:15.660 So you know that you have pedagogy, 00:28:15.660 --> 00:28:17.940 but then you also have instruction 00:28:17.940 --> 00:28:20.332 and thinking about your end-users, 00:28:20.332 --> 00:28:22.500 I just put this question, 00:28:22.500 --> 00:28:23.730 I copy and pasted it 00:28:23.730 --> 00:28:25.920 as an essential question from standards. 00:28:25.920 --> 00:28:28.500 So you'll see this very much all over the place 00:28:28.500 --> 00:28:30.450 with common core standards 00:28:30.450 --> 00:28:32.400 as well as many of our state standards 00:28:32.400 --> 00:28:33.930 adapted from there. 00:28:33.930 --> 00:28:36.240 So what is the role of cultural diffusion 00:28:36.240 --> 00:28:39.030 in the spread and change of civilization? 00:28:39.030 --> 00:28:40.830 Ultimately what we're talking about 00:28:40.830 --> 00:28:43.230 is increasing depth of knowledge, right? 00:28:43.230 --> 00:28:45.300 Moving past rote memory, 00:28:45.300 --> 00:28:48.810 what we used to call Googleable stuff, right? 00:28:48.810 --> 00:28:49.830 If you can Google it, 00:28:49.830 --> 00:28:51.600 then is it really relevant 00:28:51.600 --> 00:28:54.180 and necessary for us to be doing that together 00:28:54.180 --> 00:28:56.499 in the cherished time we have? 00:28:56.499 --> 00:28:59.160 Teachers will then say, well you know, 00:28:59.160 --> 00:29:01.710 what if this and what if that, you know? 00:29:01.710 --> 00:29:02.790 I need to get their attention. 00:29:02.790 --> 00:29:05.610 I'll say, "Hey, let's just hypothetically say 00:29:05.610 --> 00:29:08.280 you have their attention, what do you do with it?" 00:29:08.280 --> 00:29:09.113 Right? 00:29:09.113 --> 00:29:10.740 So let's say you're teaching this lesson 00:29:10.740 --> 00:29:13.830 on cultural diffusion and how it can spread 00:29:13.830 --> 00:29:15.720 and change civilization. 00:29:15.720 --> 00:29:17.280 I want you to check this out. 00:29:17.280 --> 00:29:18.113 So at first I was like, 00:29:18.113 --> 00:29:19.680 Well let's just level set, 00:29:19.680 --> 00:29:20.937 like what is it, right? 00:29:20.937 --> 00:29:23.310 And so you can see the response there 00:29:23.310 --> 00:29:25.710 and I'm like, that's too confusing for me. 00:29:25.710 --> 00:29:26.940 Can you simplify it? 00:29:26.940 --> 00:29:28.770 And you can see, you know, 00:29:28.770 --> 00:29:30.517 Khanmigo simplifies it and I say, 00:29:30.517 --> 00:29:33.510 "I still don't understand, help me!" Right? 00:29:33.510 --> 00:29:34.494 But quite frankly, 00:29:34.494 --> 00:29:38.670 I learn best a lot of times through analogy, okay? 00:29:38.670 --> 00:29:41.550 So I said, "Can you just give me an analogy?" 00:29:41.550 --> 00:29:44.820 So they said, "Sure, it's like a potluck dinner." 00:29:44.820 --> 00:29:47.700 Okay, so you're taking this abstract thing, right? 00:29:47.700 --> 00:29:49.920 And you're trying to make it palpable. 00:29:49.920 --> 00:29:53.340 And now they provide an analogy through a potluck dinner. 00:29:53.340 --> 00:29:55.680 And I'm like, "That didn't help me, Khanmigo, 00:29:55.680 --> 00:29:57.270 gimme another one." 00:29:57.270 --> 00:30:00.060 So it said, "Sure, it's like music." 00:30:00.060 --> 00:30:01.950 And then look what they're doing. 00:30:01.950 --> 00:30:03.600 And now I'm just having fun. 00:30:03.600 --> 00:30:05.520 So I'm like, "Gimme another analogy," right? 00:30:05.520 --> 00:30:09.450 I want all my learners in the room, I want this to stick. 00:30:09.450 --> 00:30:10.837 So they're like, all right, fine. 00:30:10.837 --> 00:30:12.630 "It's like a garden." 00:30:12.630 --> 00:30:14.670 And then you can look through here. 00:30:14.670 --> 00:30:15.960 So now I was like, all right, 00:30:15.960 --> 00:30:18.393 well one of the teachers I was with was a basketball coach 00:30:18.393 --> 00:30:21.540 and the other is a football coach. 00:30:21.540 --> 00:30:23.520 So I was like, all right, let's think sports. 00:30:23.520 --> 00:30:25.410 So I said, "Gimme a sports analogy 00:30:25.410 --> 00:30:27.480 to explain cultural diffusion." 00:30:27.480 --> 00:30:30.600 So they give me, "Well, it's like a game of soccer." 00:30:30.600 --> 00:30:33.750 So then I'm like, all right, what about like pop culture? 00:30:33.750 --> 00:30:36.960 So then they explain cultural diffusion to us 00:30:36.960 --> 00:30:41.321 through an analogy of the world of fashion. 00:30:41.321 --> 00:30:43.020 So you get the point? 00:30:43.020 --> 00:30:47.970 This literally you can see timestamps with minutes, okay? 00:30:47.970 --> 00:30:50.880 And then I said this, "All right, fine Khanmigo, 00:30:50.880 --> 00:30:52.025 thanks for the analogies, 00:30:52.025 --> 00:30:55.260 how can I assess my students on whether they know the role 00:30:55.260 --> 00:30:57.240 of cultural diffusion in the spread 00:30:57.240 --> 00:31:00.420 and how it changes civilization?" 00:31:00.420 --> 00:31:03.270 And you can see that it gives me examples, okay? 00:31:03.270 --> 00:31:04.979 This is literally minutes. 00:31:04.979 --> 00:31:07.620 Then I say, "Can you gimme an example 00:31:07.620 --> 00:31:08.850 of a role play activity?" 00:31:08.850 --> 00:31:11.040 'Cause I kind of like that, right? 00:31:11.040 --> 00:31:12.750 Like I kind of like the role play activity, 00:31:12.750 --> 00:31:13.890 but I don't know how to do that. 00:31:13.890 --> 00:31:15.120 Look what it does. 00:31:15.120 --> 00:31:18.790 Sure, it even names it, a cultural exchange fair, 00:31:18.790 --> 00:31:22.530 and it gives an objective materials needed, et cetera. 00:31:22.530 --> 00:31:26.280 So this is a simple example of minutes, right? 00:31:26.280 --> 00:31:27.887 How this can partner with you 00:31:27.887 --> 00:31:32.190 to create relevant, engaging, meaningful instruction 00:31:32.190 --> 00:31:34.560 that increases depth of knowledge. 00:31:34.560 --> 00:31:35.393 - Thank you so much, Tim. 00:31:35.393 --> 00:31:37.440 And again, I really appreciate that visual example 00:31:37.440 --> 00:31:39.770 because it really drives home what's happening here. 00:31:39.770 --> 00:31:42.600 Madeline, what's your take on this big question? 00:31:42.600 --> 00:31:45.990 Sort of AI as adversary or as instructional support? 00:31:45.990 --> 00:31:46.823 - Sure. 00:31:46.823 --> 00:31:47.880 So I think it has everything to do 00:31:47.880 --> 00:31:50.074 with the framework that you use, right? 00:31:50.074 --> 00:31:53.854 You do have to do a lot of front loading with this. 00:31:53.854 --> 00:31:57.291 One thing that I noticed come up in the chat, 00:31:57.291 --> 00:32:00.090 it was just a question that I saw briefly 00:32:00.090 --> 00:32:04.590 as I was scrolling through, was about Shakespeare, right? 00:32:04.590 --> 00:32:08.646 Obviously some of these greater-known figures 00:32:08.646 --> 00:32:12.510 and their works, they are public domain. 00:32:12.510 --> 00:32:15.780 And so Khanmigo is able to interact with those pretty well. 00:32:15.780 --> 00:32:18.960 If you're looking for, with any AI program, 00:32:18.960 --> 00:32:21.630 an easy way to circumvent that to an extent 00:32:21.630 --> 00:32:24.060 so that it's a resource, but it's not, you know, 00:32:24.060 --> 00:32:26.370 doing the work for kids, so-to-speak, 00:32:26.370 --> 00:32:30.780 is with those more like public domain, you know, 00:32:30.780 --> 00:32:33.750 classics and what have you, 00:32:33.750 --> 00:32:38.100 I would recommend doing synthesis-based prompts with those, 00:32:38.100 --> 00:32:41.730 give them something that is more current to pair with, 00:32:41.730 --> 00:32:43.440 that classic work, 00:32:43.440 --> 00:32:45.750 and then that way it will be able to, yes, 00:32:45.750 --> 00:32:48.300 help them find some of the information 00:32:48.300 --> 00:32:50.390 they might need or, you know, 00:32:50.390 --> 00:32:54.420 circumvent part of your prompt for the classic element. 00:32:54.420 --> 00:32:58.080 But they are still going to have to make those connections 00:32:58.080 --> 00:32:59.400 to something else on their own. 00:32:59.400 --> 00:33:01.530 So even, I think the person who had typed that 00:33:01.530 --> 00:33:03.390 in the chat was a college professor. 00:33:03.390 --> 00:33:06.030 I get that essays are still by and large 00:33:06.030 --> 00:33:08.100 the method of assessment there. 00:33:08.100 --> 00:33:09.900 That's a really great way to get around that. 00:33:09.900 --> 00:33:11.168 Another fun thing that you can do 00:33:11.168 --> 00:33:13.380 with those types of text, 00:33:13.380 --> 00:33:15.600 I'll use my own classroom as an example. 00:33:15.600 --> 00:33:20.600 My freshman had access to this through their math class. 00:33:21.390 --> 00:33:23.033 'Cause I piloted this with my juniors. 00:33:23.033 --> 00:33:25.051 We had just finished Romeo and Juliet 00:33:25.051 --> 00:33:30.051 and I had my students debate with Romeo Montague. 00:33:30.270 --> 00:33:33.329 'Cause one of the biggest questions in our classroom was, 00:33:33.329 --> 00:33:36.240 did Romeo actually love Juliet? 00:33:36.240 --> 00:33:39.388 Was that genuine love or was that teenage infatuation? 00:33:39.388 --> 00:33:44.340 And so they debated with the AI who role-played as Romeo 00:33:44.340 --> 00:33:45.900 and Romeo argued with them, 00:33:45.900 --> 00:33:49.170 and he stood for his passionate love, 00:33:49.170 --> 00:33:52.680 and many of them, based on the quality of their debate, 00:33:52.680 --> 00:33:55.867 they were able to get Romeo to cave and agree. 00:33:55.867 --> 00:33:56.910 "You know what? You're right. 00:33:56.910 --> 00:34:00.000 Maybe I didn't actually love Juliet 00:34:00.000 --> 00:34:02.190 in the way that you would define it today." 00:34:02.190 --> 00:34:04.650 But let's explore how history was different. 00:34:04.650 --> 00:34:07.650 And so it added some different levels to my lesson 00:34:07.650 --> 00:34:09.629 and the kids were having such a great time 00:34:09.629 --> 00:34:11.820 and some of them were able to vent 00:34:11.820 --> 00:34:15.570 some very valid frustration at Romeo's behavior. 00:34:15.570 --> 00:34:17.501 And so they left the lesson 00:34:17.501 --> 00:34:20.314 enjoying the text and engaging with the text 00:34:20.314 --> 00:34:23.550 in a way that's just different than what we used to do. 00:34:23.550 --> 00:34:25.617 We do have to adjust and adapt 00:34:25.617 --> 00:34:28.230 and the more front-loading you do, the better. 00:34:28.230 --> 00:34:30.480 - Love that. Thank you so much for sharing, Madeline. 00:34:30.480 --> 00:34:31.719 And then last but not least, Emily, 00:34:31.719 --> 00:34:36.393 this classic question, friend or foe, where do you stand? 00:34:37.710 --> 00:34:40.320 - I think we need to embrace it as a friend and use it. 00:34:40.320 --> 00:34:41.400 And I think one of the keys 00:34:41.400 --> 00:34:43.650 for that in my mind is transparency. 00:34:43.650 --> 00:34:45.154 I'll keep my answer fairly short. 00:34:45.154 --> 00:34:48.300 If you are using it as a teacher, share that. 00:34:48.300 --> 00:34:51.300 Like, you know, Tim used a great example 00:34:51.300 --> 00:34:52.133 and he showed that, 00:34:52.133 --> 00:34:54.450 like show that, share that with your students, 00:34:54.450 --> 00:34:56.879 project it up, show them what you're doing, 00:34:56.879 --> 00:34:59.100 empower them to be able to use it 00:34:59.100 --> 00:35:00.570 for effective ways themselves. 00:35:00.570 --> 00:35:03.060 That way it's an open thing in your classroom 00:35:03.060 --> 00:35:04.320 and you don't have to feel like, 00:35:04.320 --> 00:35:05.730 oh, are they trying to get around? 00:35:05.730 --> 00:35:07.740 Or they, no, they know when you're using it. 00:35:07.740 --> 00:35:09.090 You can know when they're using it. 00:35:09.090 --> 00:35:10.800 I know with our students this last semester 00:35:10.800 --> 00:35:12.142 who were piloting it as well, 00:35:12.142 --> 00:35:14.130 they would flat out tell us 00:35:14.130 --> 00:35:16.020 when they would turn in some type of assessment, 00:35:16.020 --> 00:35:18.840 they would say, "I used Khanmigo to help me with this." 00:35:18.840 --> 00:35:22.260 And it was really helpful to know that 00:35:22.260 --> 00:35:24.793 and to see that they could be transparent 00:35:24.793 --> 00:35:26.820 and we can be transparent. 00:35:26.820 --> 00:35:28.650 And then it truly does become a friend. 00:35:28.650 --> 00:35:30.840 And I loved Madeline's ideas 00:35:30.840 --> 00:35:34.590 about just being able to look at synthesis questions, 00:35:34.590 --> 00:35:36.210 deeper-level questions that, 00:35:36.210 --> 00:35:38.910 and different ways of creating assessments 00:35:38.910 --> 00:35:42.103 that will allow demonstration to move beyond 00:35:42.103 --> 00:35:45.210 what Khanmigo might project for them. 00:35:45.210 --> 00:35:48.120 But I think transparency is key for everybody to embrace it, 00:35:48.120 --> 00:35:49.320 to know that it's there, 00:35:49.320 --> 00:35:51.330 that everybody is having the chance to use it 00:35:51.330 --> 00:35:53.190 and chat history can really help you kind of see 00:35:53.190 --> 00:35:55.011 what your students are doing on the backend 00:35:55.011 --> 00:35:57.540 in case you do have questions. 00:35:57.540 --> 00:35:58.560 - That's a great call-out, Emily. 00:35:58.560 --> 00:36:01.200 I love that idea of like bringing your students 00:36:01.200 --> 00:36:02.250 along with you on this journey 00:36:02.250 --> 00:36:05.340 as opposed to like having this too-formal divide. 00:36:05.340 --> 00:36:08.100 Okay, thank you Amy for that really important question. 00:36:08.100 --> 00:36:09.483 Now David's got a really juicy question 00:36:09.483 --> 00:36:12.180 that I think speaks to this changing world of norms 00:36:12.180 --> 00:36:13.740 that we're entering into. 00:36:13.740 --> 00:36:14.880 What are the best tips 00:36:14.880 --> 00:36:17.160 in terms of students using AI for research? 00:36:17.160 --> 00:36:18.570 So we're talking about this idea of going back 00:36:18.570 --> 00:36:20.760 and forth with the AI bot. 00:36:20.760 --> 00:36:24.270 How do they cite these conversations with AI? 00:36:24.270 --> 00:36:26.030 If anyone has sort of had to think about that 00:36:26.030 --> 00:36:27.878 in the context of your own classrooms, 00:36:27.878 --> 00:36:30.503 how do you help students think about 00:36:30.503 --> 00:36:32.100 sourcing this information? 00:36:32.100 --> 00:36:33.150 Citing it? 00:36:33.150 --> 00:36:34.200 Let's go to Madeline. 00:36:37.140 --> 00:36:38.430 Oh, I think you might be, yeah. 00:36:38.430 --> 00:36:40.800 - Sorry, I feel like I've been raising my hand a lot 00:36:40.800 --> 00:36:41.633 for this, but- - No, this is great. 00:36:41.633 --> 00:36:44.670 - I literally used Khanmigo with a rhetoric 00:36:44.670 --> 00:36:46.500 and argument early college class, 00:36:46.500 --> 00:36:47.907 so this is kind of perfect. 00:36:47.907 --> 00:36:50.073 What I had my students do 00:36:50.073 --> 00:36:54.125 is I encouraged them to use Khanmigo as brainstorming. 00:36:54.125 --> 00:36:56.610 But the analogy that I used, 00:36:56.610 --> 00:36:59.550 because it is technically public domain, 00:36:59.550 --> 00:37:01.812 but it's public, like Chat GPT, 00:37:01.812 --> 00:37:04.230 the content from it is considered public domain, 00:37:04.230 --> 00:37:07.020 but it is taking from other sources and other locations. 00:37:07.020 --> 00:37:10.632 I compared it for students to Wikipedia, right? 00:37:10.632 --> 00:37:13.440 We tell our students pretty regularly 00:37:13.440 --> 00:37:16.350 that even though Wikipedia is widely edited 00:37:16.350 --> 00:37:18.446 and most of the information should be pretty good 00:37:18.446 --> 00:37:19.921 and pretty trustworthy, 00:37:19.921 --> 00:37:24.300 we wouldn't use Wikipedia as a source for our paper, right? 00:37:24.300 --> 00:37:25.230 That's not something 00:37:25.230 --> 00:37:28.110 that would meet a certain standard of credibility. 00:37:28.110 --> 00:37:30.284 So I encourage them to use it more so 00:37:30.284 --> 00:37:32.022 in that brainstorming phase 00:37:32.022 --> 00:37:34.650 to help them build counterclaims, 00:37:34.650 --> 00:37:36.990 to help them explore perspectives 00:37:36.990 --> 00:37:39.088 that went beyond their own prior knowledge, 00:37:39.088 --> 00:37:43.451 but then they were responsible for finding sources 00:37:43.451 --> 00:37:46.050 that would support those claims. 00:37:46.050 --> 00:37:48.450 So really, it's kind of no different 00:37:48.450 --> 00:37:52.140 than if they were to discuss the prompt with you 00:37:52.140 --> 00:37:54.810 or with a classmate do a think, pair, share. 00:37:54.810 --> 00:37:56.610 It's very similar to that 00:37:56.610 --> 00:37:59.340 where they would still have to do that legwork. 00:37:59.340 --> 00:38:01.410 It's just meant to be a supplement 00:38:01.410 --> 00:38:04.883 in that brainstorming part of the research process. 00:38:04.883 --> 00:38:07.139 - Love that. Thank you, Madeline. 00:38:07.139 --> 00:38:09.193 Okay, thanks for the question, David. 00:38:09.193 --> 00:38:11.716 And now, Frank asked a really big question, 00:38:11.716 --> 00:38:14.190 which basically speaks to what I was sort of getting at 00:38:14.190 --> 00:38:16.380 in the chat is like, you know, throughout human history, 00:38:16.380 --> 00:38:18.690 whether you were a princeling in the medieval times 00:38:18.690 --> 00:38:20.490 or Bill Gates kids today, 00:38:20.490 --> 00:38:22.164 you have had access to personal tutors 00:38:22.164 --> 00:38:23.795 and people there to support you, 00:38:23.795 --> 00:38:26.580 whereas, the average student even today 00:38:26.580 --> 00:38:28.800 may be one of 30 students in your class 00:38:28.800 --> 00:38:32.040 and you may have 150 other students in your other periods. 00:38:32.040 --> 00:38:33.752 How do we actually get to this holy grail 00:38:33.752 --> 00:38:37.260 of a personal tutor for each student? 00:38:37.260 --> 00:38:39.870 Does anyone on this call have a thought 00:38:39.870 --> 00:38:41.220 about how do we actually get there? 00:38:41.220 --> 00:38:42.963 How do we actualize that vision? 00:38:45.900 --> 00:38:47.400 Again, feel free to raise your hand panelist 00:38:47.400 --> 00:38:48.233 if you've got a thought. 00:38:48.233 --> 00:38:49.530 Kristen, I know you've been thinking about this a lot. 00:38:49.530 --> 00:38:50.503 Go for it. 00:38:50.503 --> 00:38:55.200 - Absolutely. So this is where we try to get Khanmigo to go. 00:38:55.200 --> 00:38:58.980 So we know there are things that good tutors do. 00:38:58.980 --> 00:39:01.650 There's actually moves that good tutors make 00:39:01.650 --> 00:39:04.770 that research has said, hey, here are the things, 00:39:04.770 --> 00:39:07.260 here's where a good tutor asks for more information. 00:39:07.260 --> 00:39:09.750 Here's where they make a leading question. 00:39:09.750 --> 00:39:11.160 Here's where they give a hint, 00:39:11.160 --> 00:39:13.500 here's where they, the student's getting frustrated 00:39:13.500 --> 00:39:16.350 and you actually give them a little more information. 00:39:16.350 --> 00:39:17.910 All of those are things that we know 00:39:17.910 --> 00:39:21.374 are things that good human tutors do. 00:39:21.374 --> 00:39:23.280 And so what we wanna think about 00:39:23.280 --> 00:39:26.555 is how can we make these other tutors 00:39:26.555 --> 00:39:29.010 that are artificially intelligent 00:39:29.010 --> 00:39:31.470 do things like those human tutors? 00:39:31.470 --> 00:39:35.070 And that's what we've been trying to do and working on. 00:39:35.070 --> 00:39:38.370 We're not, certainly, we're never gonna replace humans, 00:39:38.370 --> 00:39:39.900 but we can take some of the things 00:39:39.900 --> 00:39:41.040 that we know humans do 00:39:41.040 --> 00:39:43.440 that we think that technology could be good for 00:39:43.440 --> 00:39:45.150 and and move them in. 00:39:45.150 --> 00:39:45.993 So there's a question 00:39:45.993 --> 00:39:48.180 that I was just starting to answer in the Q&A, 00:39:48.180 --> 00:39:49.013 but I'll do it here, 00:39:49.013 --> 00:39:50.611 which is what's the difference 00:39:50.611 --> 00:39:52.969 between chat GPT and Khanmigo? 00:39:52.969 --> 00:39:55.710 And so one of the things, Chat GPT, 00:39:55.710 --> 00:39:56.647 you are just interacting 00:39:56.647 --> 00:40:00.510 with what I call the raw large-language model. 00:40:00.510 --> 00:40:02.010 So if you ask it a question, 00:40:02.010 --> 00:40:04.323 it's gonna just give you the answer. 00:40:05.190 --> 00:40:10.190 With Khanmigo, we have given Khanmigo instructions 00:40:10.860 --> 00:40:12.870 about how to act like a tutor. 00:40:12.870 --> 00:40:15.660 So don't give the students the answer. 00:40:15.660 --> 00:40:16.740 In fact, walk them. 00:40:16.740 --> 00:40:20.280 So if it's a math problem, walk them through the steps, 00:40:20.280 --> 00:40:21.210 think about what, 00:40:21.210 --> 00:40:24.660 ask the student what do they think the first step should be, 00:40:24.660 --> 00:40:25.710 those kinds of things. 00:40:25.710 --> 00:40:28.143 So in the math space, 00:40:28.143 --> 00:40:30.390 I think it acts as an individual tutor 00:40:30.390 --> 00:40:32.190 when you're working on a math problem, 00:40:32.190 --> 00:40:34.110 it knows what that problem is 00:40:34.110 --> 00:40:36.138 and starts doing some of those things 00:40:36.138 --> 00:40:40.800 that human tutors do to walk students through those. 00:40:40.800 --> 00:40:44.910 So as they're engaged in solving the problems, 00:40:44.910 --> 00:40:46.830 the tutor's there like a human tutor would be 00:40:46.830 --> 00:40:48.240 and saying those things. 00:40:48.240 --> 00:40:51.180 And we've heard a lot about writing on this call so far. 00:40:51.180 --> 00:40:52.627 And in the same way a human tutor, 00:40:52.627 --> 00:40:56.140 I was a writing center tutor in my undergrad years 00:40:57.090 --> 00:40:58.740 and would walk through, you know, 00:40:58.740 --> 00:41:01.440 starting with the big things, 00:41:01.440 --> 00:41:02.765 like what's your thesis, 00:41:02.765 --> 00:41:06.690 then thinking about organization and then think, you know, 00:41:06.690 --> 00:41:08.896 you don't start off with the grammar and spelling mistakes. 00:41:08.896 --> 00:41:12.367 And so we are also starting to think about, 00:41:12.367 --> 00:41:16.540 you know, how we can do some writing feedback in those ways. 00:41:16.540 --> 00:41:20.490 But it's certainly right now, is able to be able 00:41:20.490 --> 00:41:23.970 to brainstorm with you, think about ideas, 00:41:23.970 --> 00:41:26.130 go back and forth on those kinds of things. 00:41:26.130 --> 00:41:27.540 So basically the summary is, 00:41:27.540 --> 00:41:29.880 we're trying to look at things that human tutors do 00:41:29.880 --> 00:41:33.712 and build them into the tutor experience 00:41:33.712 --> 00:41:38.553 so that the AI acts in ways that humans might. 00:41:40.320 --> 00:41:41.581 - I love that. 00:41:41.581 --> 00:41:42.414 So not reinventing wheel, 00:41:42.414 --> 00:41:45.060 but taking the best practices of the last two millennia 00:41:45.060 --> 00:41:46.770 and applying them for every student. 00:41:46.770 --> 00:41:48.774 Brennan, any thoughts there? 00:41:48.774 --> 00:41:52.290 - Yeah, I mean, Kristen really nails it. 00:41:52.290 --> 00:41:54.360 I mean, and I'll just kind of build off that, 00:41:54.360 --> 00:41:57.450 because you know, in my work as a college counselor, 00:41:57.450 --> 00:41:59.892 we, you know, this really is 00:41:59.892 --> 00:42:02.263 about leveling the playing field, right? 00:42:02.263 --> 00:42:04.368 Tools like this really have the power 00:42:04.368 --> 00:42:09.368 to work with all students to do brainstorming 00:42:10.017 --> 00:42:11.280 and things like that. 00:42:11.280 --> 00:42:12.180 So, you know, 00:42:12.180 --> 00:42:14.640 I work individually with kids on college essays 00:42:14.640 --> 00:42:17.120 and help them brainstorm topics. 00:42:17.120 --> 00:42:22.120 But the tool and the way students can interact with it, 00:42:22.246 --> 00:42:24.270 is just so powerful 00:42:24.270 --> 00:42:26.370 as they start to think through like, okay, 00:42:26.370 --> 00:42:29.880 what's my story and what do I have to share? 00:42:29.880 --> 00:42:32.220 And it's this back and forth 00:42:32.220 --> 00:42:34.006 that a student might have with a tutor 00:42:34.006 --> 00:42:39.006 or a counselor that that can really, 00:42:39.146 --> 00:42:41.606 it's not writing the story for them, 00:42:41.606 --> 00:42:44.117 but it's helping them think through 00:42:44.117 --> 00:42:47.580 kind of what, in their background. 00:42:47.580 --> 00:42:51.676 And I think especially in this moment we're having, 00:42:51.676 --> 00:42:54.150 is important, right? 00:42:54.150 --> 00:42:56.850 Like how do things students think about identity 00:42:56.850 --> 00:42:58.216 and how can they share that? 00:42:58.216 --> 00:43:02.910 And I've been using the craft a story for the college essay. 00:43:02.910 --> 00:43:05.340 I know you're in the college admissions section, 00:43:05.340 --> 00:43:07.489 but I've been using the craft a story 00:43:07.489 --> 00:43:11.313 in terms of brainstorming, in terms of research. 00:43:12.325 --> 00:43:17.325 The college navigating, college admission is beyond me. 00:43:18.000 --> 00:43:23.000 I mean, it's amazing to see how deep students can get 00:43:23.907 --> 00:43:27.840 into kind of, okay, I'm interested in a college 00:43:27.840 --> 00:43:31.631 or a career or whatever it might be that is, 00:43:31.631 --> 00:43:34.170 you know, I'm interested in a college 00:43:34.170 --> 00:43:39.038 where I can study black holes and play rugby 00:43:39.038 --> 00:43:42.327 and has a strong sense of community 00:43:42.327 --> 00:43:46.110 and is in the Midwest. 00:43:46.110 --> 00:43:48.054 And I mean, it provides a list, 00:43:48.054 --> 00:43:50.588 that exactly like I would've provided 00:43:50.588 --> 00:43:53.234 and better, because it can really dial in 00:43:53.234 --> 00:43:56.130 and it's the whole kind of trust but verify, right? 00:43:56.130 --> 00:43:58.488 Like I, as a counselor, 00:43:58.488 --> 00:44:02.010 it makes the same mistakes I might make, right? 00:44:02.010 --> 00:44:04.597 Like I, as a counselor might tell a student, 00:44:04.597 --> 00:44:09.420 "Oh you know, you really wanna study molecular biology, 00:44:09.420 --> 00:44:10.543 you should look at this school." 00:44:10.543 --> 00:44:12.878 And they come back to me two weeks later and say, 00:44:12.878 --> 00:44:16.170 "That school doesn't even have molecular biology," right? 00:44:16.170 --> 00:44:17.550 Because they've done away with their program 00:44:17.550 --> 00:44:18.780 or whatever it might be. 00:44:18.780 --> 00:44:21.630 And so they run into the same thing, right? 00:44:21.630 --> 00:44:23.910 That we're teaching them to be curious, 00:44:23.910 --> 00:44:25.042 we're teaching 'em to be researchers 00:44:25.042 --> 00:44:29.340 and the ways they can engage with a tutor 00:44:29.340 --> 00:44:34.110 or a tool like this is just pretty astounding to me. 00:44:34.110 --> 00:44:35.787 - That's awesome, Brennan, thank you for sharing that. 00:44:35.787 --> 00:44:37.740 And then one last response from Malia, 00:44:37.740 --> 00:44:39.150 and we'll move on to the other side 00:44:39.150 --> 00:44:42.513 of the humanities versus STEM spectrum. 00:44:43.710 --> 00:44:45.690 - So I just wanted to reinforce 00:44:45.690 --> 00:44:48.090 both what Kristen and Brennan said, 00:44:48.090 --> 00:44:49.920 like the greatest two uses for me 00:44:49.920 --> 00:44:52.180 have been Khanmigo's ability to be a time-saver 00:44:52.180 --> 00:44:54.747 and to be like a creativity tool, right? 00:44:54.747 --> 00:44:56.640 And so as Kristen said, with the time-saver, 00:44:56.640 --> 00:44:58.352 she's like, when I put in a question, 00:44:58.352 --> 00:45:01.320 there's additionally, if I understood you correctly, 00:45:01.320 --> 00:45:03.780 like an entire prompt that goes with my question 00:45:03.780 --> 00:45:05.850 because sometimes something will just come up 00:45:05.850 --> 00:45:07.530 and we'll have this awesome opportunity 00:45:07.530 --> 00:45:09.090 to bring this person into class 00:45:09.090 --> 00:45:11.100 or to do this activity, right? 00:45:11.100 --> 00:45:13.860 But I don't have like so many hours to sit down 00:45:13.860 --> 00:45:16.279 and, okay, now I gotta make the rubric for that activity. 00:45:16.279 --> 00:45:17.760 Now I gotta make that this, 00:45:17.760 --> 00:45:19.530 I mean, it takes a lot of time, right? 00:45:19.530 --> 00:45:22.698 But I can very quickly in Khanmigo, kind of in my language, 00:45:22.698 --> 00:45:25.560 in my speak, be like, I need to make a rubric. 00:45:25.560 --> 00:45:27.968 This is kind of how I want it, can you help me, right? 00:45:27.968 --> 00:45:30.738 And so then it's gonna give me back information 00:45:30.738 --> 00:45:34.170 that is helpful, that is accurate, that I can still modify, 00:45:34.170 --> 00:45:36.660 but as opposed to me just sitting down on my own 00:45:36.660 --> 00:45:39.330 or me going and putting like the raw thing 00:45:39.330 --> 00:45:41.437 into like a raw, large language model, 00:45:41.437 --> 00:45:44.370 this is going to help me make effective use 00:45:44.370 --> 00:45:45.750 of my time for these things 00:45:45.750 --> 00:45:48.540 that often are time intensive and are important. 00:45:48.540 --> 00:45:49.920 So, it's helpful in that way. 00:45:49.920 --> 00:45:52.080 And then as Brennan said, it's just like a creativity tool. 00:45:52.080 --> 00:45:54.300 And so like, I like to think about it as, 00:45:54.300 --> 00:45:57.450 especially with the stories and with the other things 00:45:57.450 --> 00:45:59.670 of like, you know, how can this help me explore 00:45:59.670 --> 00:46:03.390 how can this help me think and how can I practice that 00:46:03.390 --> 00:46:04.890 with my learners in class? 00:46:04.890 --> 00:46:07.026 And so that we're all kind of doing this together 00:46:07.026 --> 00:46:09.540 to explore together. 00:46:09.540 --> 00:46:11.043 - Love that, Malia, thank you. 00:46:11.043 --> 00:46:13.080 Now, I know we've been talking a lot about humanities 00:46:13.080 --> 00:46:16.230 and I love humanities as someone who's married to a PhD 00:46:16.230 --> 00:46:17.063 in labor history. 00:46:17.063 --> 00:46:18.469 But I will tell you, 00:46:18.469 --> 00:46:20.640 that there are a lot of folks on this line 00:46:20.640 --> 00:46:22.200 who are curious about math and science 00:46:22.200 --> 00:46:23.550 on the other end of that spectrum. 00:46:23.550 --> 00:46:26.100 So Rebecca says, "What are some great ways 00:46:26.100 --> 00:46:29.940 to incorporate AI with teaching math and science?" 00:46:29.940 --> 00:46:32.169 So do folks on this line have some thoughts 00:46:32.169 --> 00:46:35.583 for our friends on that end of the discipline spectrum? 00:46:38.417 --> 00:46:41.370 You know, we've got a lot of folks in the humanities. 00:46:41.370 --> 00:46:42.510 Kristen, anything you wanna share 00:46:42.510 --> 00:46:43.920 based on some of the best practices 00:46:43.920 --> 00:46:45.690 that we've been crafting? 00:46:45.690 --> 00:46:47.940 - Yeah, I was gonna give teachers space 00:46:47.940 --> 00:46:49.470 if they wanna jump into, 00:46:49.470 --> 00:46:51.090 but feel free to raise your hands 00:46:51.090 --> 00:46:52.620 if you have some things to say. 00:46:52.620 --> 00:46:57.330 So a couple of things that we know in math, 00:46:57.330 --> 00:46:58.860 and then I'll talk about science. 00:46:58.860 --> 00:47:02.760 So in math, we know that that practice 00:47:02.760 --> 00:47:05.520 is a key component of improving math skills 00:47:05.520 --> 00:47:07.080 and developing fluency. 00:47:07.080 --> 00:47:09.247 And that's a lot of what, at Khan Academy we, 00:47:09.247 --> 00:47:11.490 you know, have traditionally had, 00:47:11.490 --> 00:47:12.930 I was just visiting a classroom 00:47:12.930 --> 00:47:16.260 who's teaching college algebra in a Title I high school. 00:47:16.260 --> 00:47:17.580 And what happens is, 00:47:17.580 --> 00:47:19.710 they're kind of doing their independent work, 00:47:19.710 --> 00:47:22.350 their independent practice, and they get stuck. 00:47:22.350 --> 00:47:24.484 And so they sit there with their hand raised 00:47:24.484 --> 00:47:27.090 and there's one teacher and there's 30 kids, 00:47:27.090 --> 00:47:27.923 as you all know. 00:47:27.923 --> 00:47:30.002 And they're, you know, 00:47:30.002 --> 00:47:32.580 the student sitting there, if you can see my video, 00:47:32.580 --> 00:47:34.830 I'm showing, you know, their hand's getting tired. 00:47:34.830 --> 00:47:36.510 They're like propping it up with their other hand, 00:47:36.510 --> 00:47:37.500 waiting for the teacher. 00:47:37.500 --> 00:47:39.168 And no learning is happening for them 00:47:39.168 --> 00:47:40.899 as they're waiting for this. 00:47:40.899 --> 00:47:43.369 Well, as they were working with Khanmigo, 00:47:43.369 --> 00:47:47.387 the teacher would just say, "Hey, check in with Khanmigo, 00:47:47.387 --> 00:47:48.900 see if Khanmigo can help you." 00:47:48.900 --> 00:47:51.690 And they could, you know, they were able then 00:47:51.690 --> 00:47:54.450 to get that little extra help they need, 00:47:54.450 --> 00:47:56.700 because we know when, when people are learning, 00:47:56.700 --> 00:47:59.340 if things are too easy, they're probably not learning. 00:47:59.340 --> 00:48:00.600 'Cause they don't, they're fine. 00:48:00.600 --> 00:48:02.220 And if they're too hard, they're getting frustrated. 00:48:02.220 --> 00:48:04.710 But if you've got them on that learning edge, 00:48:04.710 --> 00:48:06.720 they just need a little bit of help 00:48:06.720 --> 00:48:09.030 to get that over the hump, 00:48:09.030 --> 00:48:10.710 to get that one thing they're confused about 00:48:10.710 --> 00:48:12.360 and then they can keep going. 00:48:12.360 --> 00:48:15.840 And so I think in math that's a key place 00:48:15.840 --> 00:48:17.237 where Khanmigo is really helpful 00:48:17.237 --> 00:48:20.400 and can really help students kind of move forward 00:48:20.400 --> 00:48:21.454 with what they're doing. 00:48:21.454 --> 00:48:24.540 And you can do that as we're seeing on the screen here 00:48:24.540 --> 00:48:25.839 in the "Tutor me" section. 00:48:25.839 --> 00:48:28.680 So even if you're not working on Khan Academy problems, 00:48:28.680 --> 00:48:32.220 you can do that in this space here and where things are. 00:48:32.220 --> 00:48:33.870 The other thing about science 00:48:33.870 --> 00:48:36.120 that I'll add is one of the things 00:48:36.120 --> 00:48:39.930 that I love about Sal's videos in science 00:48:39.930 --> 00:48:41.272 is their sense of wonder 00:48:41.272 --> 00:48:44.561 and the sense of like, oh my gosh, that's so cool! 00:48:44.561 --> 00:48:48.600 And so Jeremy, if you scroll down actually 00:48:48.600 --> 00:48:53.600 on the activities page to the, what am I looking for here? 00:48:54.600 --> 00:48:57.540 No, go back... 00:48:57.540 --> 00:48:59.009 Ignite your curiosity. 00:48:59.009 --> 00:49:03.120 And you can just type in a topic here, 00:49:03.120 --> 00:49:05.637 like biology, for example. 00:49:05.637 --> 00:49:09.270 And it will just share, it's gonna, you know, 00:49:09.270 --> 00:49:10.634 give you a couple ideas 00:49:10.634 --> 00:49:15.360 and just some questions that are like, oh yeah, 00:49:15.360 --> 00:49:17.940 how do our bodies fight off germs and viruses? 00:49:17.940 --> 00:49:21.270 Or what is the smallest living organism on earth? 00:49:21.270 --> 00:49:22.290 Or just these questions 00:49:22.290 --> 00:49:24.598 that just can spark your curiosity. 00:49:24.598 --> 00:49:26.960 And so I think that's another good way 00:49:26.960 --> 00:49:30.870 to kind of hook kids in and get folks excited. 00:49:30.870 --> 00:49:32.790 There's, the final thing I'll say is, 00:49:32.790 --> 00:49:36.390 the lesson hooks in the teacher section is a good place. 00:49:36.390 --> 00:49:38.250 If you're like, what can I do for the five minutes 00:49:38.250 --> 00:49:39.083 at the beginning of class 00:49:39.083 --> 00:49:42.810 that maybe activates prior knowledge and sparks curiosity? 00:49:42.810 --> 00:49:45.330 That's a great place to just get some new ideas. 00:49:45.330 --> 00:49:46.950 Even if you've been teaching for a long time, 00:49:46.950 --> 00:49:48.825 sometimes it's, you know, fresh ideas are good, 00:49:48.825 --> 00:49:52.560 you give them a topic 00:49:52.560 --> 00:49:55.110 and it'll give you two potential things 00:49:55.110 --> 00:49:55.943 you can do with hooks. 00:49:55.943 --> 00:49:57.630 And then if you don't like those, 00:49:57.630 --> 00:49:59.310 you can ask 'em to make 'em more exciting. 00:49:59.310 --> 00:50:03.144 Or you can ask 'em to make sure they include baseball 00:50:03.144 --> 00:50:05.187 or, you know, whatever the thing is 00:50:05.187 --> 00:50:09.180 that your students are interested in. 00:50:09.180 --> 00:50:10.830 So there's some thoughts from me. 00:50:10.830 --> 00:50:11.663 - Cool, cool. 00:50:11.663 --> 00:50:13.680 Thank you so much for sharing that, Kristen. 00:50:13.680 --> 00:50:17.370 I know all of our many math and science educators out there 00:50:17.370 --> 00:50:19.007 are excited to see that. 00:50:19.007 --> 00:50:21.386 I know we're down to about our final 10 minutes, 00:50:21.386 --> 00:50:24.907 so I wanna end with maybe one or two really juicy questions 00:50:24.907 --> 00:50:27.840 that I think people are excited about. 00:50:27.840 --> 00:50:32.250 So let's start with this question here, from Antonio. 00:50:32.250 --> 00:50:33.750 I think Antonio speaks to something 00:50:33.750 --> 00:50:34.860 which is even more important 00:50:34.860 --> 00:50:36.960 than like the individual prompt, 00:50:36.960 --> 00:50:38.573 which is how would you use AI 00:50:38.573 --> 00:50:40.950 to track a student's progress 00:50:40.950 --> 00:50:42.900 through the school year and beyond? 00:50:42.900 --> 00:50:44.403 So again, our goal is educators. 00:50:44.403 --> 00:50:46.918 This is just to make this one lesson fun. 00:50:46.918 --> 00:50:49.170 It's so that they walk out of our classrooms 00:50:49.170 --> 00:50:51.422 at the end of the year, more empowered to be, 00:50:51.422 --> 00:50:54.810 you know, great members of our society, great citizens, 00:50:54.810 --> 00:50:57.120 great everything that we aspire for. 00:50:57.120 --> 00:51:00.332 How can we use AI to help with that more long-term progress? 00:51:00.332 --> 00:51:02.871 Tim, as a thought, let's go start with Tim. 00:51:02.871 --> 00:51:05.340 - Yeah, I'll just start the conversation rolling. 00:51:05.340 --> 00:51:07.260 Not that I have all the answers to that, 00:51:07.260 --> 00:51:09.990 but what I would say is, 00:51:09.990 --> 00:51:14.310 this entire narrative that we're exploring together, 00:51:14.310 --> 00:51:17.190 I think really hinges on, you know, 00:51:17.190 --> 00:51:19.797 what, how do you measure learning, right? 00:51:19.797 --> 00:51:22.110 And we know that there's metrics in place 00:51:22.110 --> 00:51:26.070 that are quantitative that you're trying to use, 00:51:26.070 --> 00:51:29.640 you know, metrics to evaluate growth, right? 00:51:29.640 --> 00:51:32.490 Achievement, things of that nature. 00:51:32.490 --> 00:51:34.920 I would start the conversation by saying, 00:51:34.920 --> 00:51:39.920 what I envision is the ways in which Khanmigo, for instance, 00:51:40.018 --> 00:51:44.062 chat history inside of Khan Academy, et cetera, 00:51:44.062 --> 00:51:48.120 can demonstrate student-thinking. 00:51:48.120 --> 00:51:51.120 And ultimately, I think about the work of Chris Tovani, 00:51:51.120 --> 00:51:54.663 for example, and Chris Tovani basically said, 00:51:55.897 --> 00:51:58.350 "You know, why do we have a worksheet? 00:51:58.350 --> 00:51:59.940 Why do we have homework?" 00:51:59.940 --> 00:52:02.850 Like what is that? To demonstrate work? 00:52:02.850 --> 00:52:06.690 What if we were to replace a worksheet with a think sheet? 00:52:06.690 --> 00:52:10.260 Isn't that really what we wanna see, is thinking? 00:52:10.260 --> 00:52:12.600 And so I think that the question 00:52:12.600 --> 00:52:14.700 that we should be asking here is, 00:52:14.700 --> 00:52:19.700 how can I utilize this tool, this resource, this portal, 00:52:20.036 --> 00:52:24.497 to track, to have discourse with 00:52:24.497 --> 00:52:28.080 what thinking on the page looks like 00:52:28.080 --> 00:52:29.430 and by the page obviously, 00:52:29.430 --> 00:52:31.080 I mean the screen in some sense, 00:52:31.080 --> 00:52:34.110 and then follow that up with qualitative metrics. 00:52:34.110 --> 00:52:38.190 And so I think when you look at mixed-methods approaches, 00:52:38.190 --> 00:52:41.073 this is a whole new layer to that conversation. 00:52:42.505 --> 00:52:43.860 - Love that Tim, thank you. 00:52:43.860 --> 00:52:44.793 Next is Madeline. 00:52:46.170 --> 00:52:48.570 - So one of my favorite activities 00:52:48.570 --> 00:52:51.481 that I kind of uncovered using Khanmigo 00:52:51.481 --> 00:52:53.381 during the course of our pilot 00:52:53.381 --> 00:52:58.381 was a subsection of the practice debate activity. 00:53:00.270 --> 00:53:01.320 So I had, 00:53:01.320 --> 00:53:03.990 it's broken down for those that haven't seen it before 00:53:03.990 --> 00:53:06.690 by middle school level debate topics 00:53:06.690 --> 00:53:08.280 and then high school level debate topics. 00:53:08.280 --> 00:53:10.209 I think Jeremy's showing it to you now. 00:53:10.209 --> 00:53:13.140 So my students at the secondary level, 00:53:13.140 --> 00:53:14.640 like the upper secondary level, 00:53:14.640 --> 00:53:16.512 they were obviously using the high school one 00:53:16.512 --> 00:53:19.620 and I had just taught a mini-lesson 00:53:19.620 --> 00:53:21.780 on logical fallacies, right? 00:53:21.780 --> 00:53:26.780 And so I paused the just basic practicing with the tool 00:53:28.020 --> 00:53:29.790 that we had been doing before. 00:53:29.790 --> 00:53:31.057 And I told my students, 00:53:31.057 --> 00:53:34.290 "I want you to try engaging with the AI in this debate 00:53:34.290 --> 00:53:36.870 using as many logical fallacies as possible. 00:53:36.870 --> 00:53:39.813 I want you to argue as badly as you can." 00:53:39.813 --> 00:53:40.980 Right? 00:53:40.980 --> 00:53:43.530 And then one of my students 00:53:43.530 --> 00:53:45.720 is the one who actually had the idea, initially, 00:53:45.720 --> 00:53:47.370 she changed the entire lesson. 00:53:47.370 --> 00:53:51.807 She asked the AI, "What could I have done better?" 00:53:53.010 --> 00:53:55.860 And Khanmigo was giving each of my students, 00:53:55.860 --> 00:53:57.870 when I had them ask that question, 00:53:57.870 --> 00:54:02.460 individualized feedback about how they could have engaged 00:54:02.460 --> 00:54:05.220 in the conversation in a more respectful way. 00:54:05.220 --> 00:54:08.347 So what I had my students do to demonstrate understanding, 00:54:08.347 --> 00:54:11.790 was I gave them a kind of exit ticket, 00:54:11.790 --> 00:54:15.300 free-write prompt where I had them explore the feedback 00:54:15.300 --> 00:54:18.960 they were given and did they agree or disagree with it, 00:54:18.960 --> 00:54:22.125 and what could they do a better job of 00:54:22.125 --> 00:54:25.200 the next time they engage with the program. 00:54:25.200 --> 00:54:27.906 So again, I thought that was a great example 00:54:27.906 --> 00:54:30.150 and it was, you know, student-directed. 00:54:30.150 --> 00:54:31.950 They were the ones who came up with the idea 00:54:31.950 --> 00:54:32.783 in the first place. 00:54:32.783 --> 00:54:34.140 I can't take the credit for that. 00:54:34.140 --> 00:54:37.719 But I loved how it gave them the opportunity 00:54:37.719 --> 00:54:40.740 to not just take the feedback and copy and paste it 00:54:40.740 --> 00:54:41.910 and just kind of move on. 00:54:41.910 --> 00:54:44.640 It wasn't this like, standalone island, 00:54:44.640 --> 00:54:47.700 it was a part of a bigger lesson in the quality 00:54:47.700 --> 00:54:48.720 of their own writing. 00:54:48.720 --> 00:54:52.167 So there's ways that you can do that by using it, 00:54:52.167 --> 00:54:55.560 like Khanmigo or Chat GPT, or whatever program 00:54:55.560 --> 00:54:57.720 as a part of the lesson, 00:54:57.720 --> 00:54:59.220 but then have them think bigger 00:54:59.220 --> 00:55:02.190 and you can have them track their own progress over time 00:55:02.190 --> 00:55:05.250 because that's the world we're moving towards, right? 00:55:05.250 --> 00:55:07.710 These kids are going to have access 00:55:07.710 --> 00:55:10.734 to so much passive knowledge 00:55:10.734 --> 00:55:13.524 where they don't have to do a lot of the legwork. 00:55:13.524 --> 00:55:16.500 Asking them to do that reflection for themselves 00:55:16.500 --> 00:55:19.124 is gonna be so critical to keep them engaged. 00:55:19.124 --> 00:55:21.090 - So great. 00:55:21.090 --> 00:55:23.550 I know, you know, we're down to just a couple minutes left, 00:55:23.550 --> 00:55:25.770 so I just wanna go to the panelists one last time. 00:55:25.770 --> 00:55:27.030 You know, this may go down 00:55:27.030 --> 00:55:28.590 as one of the most important summers 00:55:28.590 --> 00:55:30.240 in the history of American education 00:55:30.240 --> 00:55:31.710 in the sense that this was the summer 00:55:31.710 --> 00:55:33.030 that we as educators had a chance 00:55:33.030 --> 00:55:35.670 to get ready for what's to come in the fall. 00:55:35.670 --> 00:55:38.377 And I know that there's so much unknown still, 00:55:38.377 --> 00:55:40.120 but if you had any words of wisdom 00:55:40.120 --> 00:55:42.930 to share with your fellow educators out there 00:55:42.930 --> 00:55:45.210 in terms of how you're grappling with it yourself, 00:55:45.210 --> 00:55:46.950 how you'd want them to be thinking about it 00:55:46.950 --> 00:55:48.810 or framing it up in their minds, 00:55:48.810 --> 00:55:50.490 any final things that you wanna share 00:55:50.490 --> 00:55:53.160 with our incredible colleagues across the nation? 00:55:53.160 --> 00:55:54.160 Let's go to Brennan. 00:55:55.094 --> 00:55:57.445 - Yeah, I would just say, I mean, 00:55:57.445 --> 00:55:59.460 as with everything in education, 00:55:59.460 --> 00:56:01.280 we just need to model the process, right? 00:56:01.280 --> 00:56:03.465 We need to set expectations 00:56:03.465 --> 00:56:06.360 and be clear about expectations 00:56:06.360 --> 00:56:08.550 and discuss those with our students 00:56:08.550 --> 00:56:11.957 and model the process as learners of this new tool 00:56:11.957 --> 00:56:14.460 instead of pushing it away, 00:56:14.460 --> 00:56:16.770 how do we incorporate it into the work 00:56:16.770 --> 00:56:19.470 we're doing to, again, kind of be creative 00:56:19.470 --> 00:56:23.460 and be more efficient and be better learners? 00:56:23.460 --> 00:56:25.233 - Love that. Let's go to Peggy. 00:56:29.220 --> 00:56:31.950 - I couldn't agree more. Modeling is really important. 00:56:31.950 --> 00:56:34.500 I think one of the things that's really important 00:56:34.500 --> 00:56:37.050 for all educators is that, I mean, 00:56:37.050 --> 00:56:41.547 what prevents them from doing anything new is fear, right? 00:56:41.547 --> 00:56:43.422 And so we have to do some handholding 00:56:43.422 --> 00:56:47.040 and we have to let 'em dip their toes in the water. 00:56:47.040 --> 00:56:51.150 And so I would say that to all my colleagues, I mean, 00:56:51.150 --> 00:56:53.880 we're gonna start off with a handholding session here. 00:56:53.880 --> 00:56:55.470 Not to be afraid of it. 00:56:55.470 --> 00:56:59.867 And then in the teacher's mind, why should I use this? 00:56:59.867 --> 00:57:01.410 What are the benefits? 00:57:01.410 --> 00:57:04.110 And we have to be able to show them some winds 00:57:04.110 --> 00:57:05.370 right off the bat. 00:57:05.370 --> 00:57:07.260 But as we know in the progression 00:57:07.260 --> 00:57:10.740 of trailblazing educators that go out there 00:57:10.740 --> 00:57:12.639 and give it everything that they have, 00:57:12.639 --> 00:57:16.050 they're gonna start off with replacement, right? 00:57:16.050 --> 00:57:17.940 I mean, like that is gonna be the first thing 00:57:17.940 --> 00:57:20.340 that they do because they're looking for something 00:57:20.340 --> 00:57:23.220 that will make life a little easier for them. 00:57:23.220 --> 00:57:26.310 And once you have them hooked with that, 00:57:26.310 --> 00:57:28.396 I think that's it, right? 00:57:28.396 --> 00:57:31.620 So I mean like, what would my objective be? 00:57:31.620 --> 00:57:33.150 And Maddie's gonna be helping me 00:57:33.150 --> 00:57:35.190 start the school year with this. 00:57:35.190 --> 00:57:36.600 I want them to start off 00:57:36.600 --> 00:57:39.960 with a small win with teacher resource. 00:57:39.960 --> 00:57:42.060 And I want them to have a small win 00:57:42.060 --> 00:57:44.430 with being able to maybe do some debate 00:57:44.430 --> 00:57:46.260 and discourse with their students, 00:57:46.260 --> 00:57:49.410 to be able to see what AI can do. 00:57:49.410 --> 00:57:52.752 And then we continuously just model 00:57:52.752 --> 00:57:54.907 what those good strategies are 00:57:54.907 --> 00:57:57.750 as we go forward and let them see 00:57:57.750 --> 00:57:59.330 it's nothing to be afraid about. 00:57:59.330 --> 00:58:04.330 It is really going to make learning so much more exciting. 00:58:04.590 --> 00:58:07.260 And so that's my philosophy here, 00:58:07.260 --> 00:58:08.640 because I'm just gonna tell you 00:58:08.640 --> 00:58:10.689 that it will start off as a replacement, 00:58:10.689 --> 00:58:12.360 but then you can see as Maddie 00:58:12.360 --> 00:58:14.460 and all of our colleagues have done now, 00:58:14.460 --> 00:58:16.170 it's in a whole different realm. 00:58:16.170 --> 00:58:19.140 So we have to start them on the same foot. 00:58:19.140 --> 00:58:20.880 - Thank you so much, Peggy. 00:58:20.880 --> 00:58:22.005 And then finally, Kristen, 00:58:22.005 --> 00:58:24.840 some last words of wisdom for our amazing educators? 00:58:24.840 --> 00:58:27.330 - Sure, so apart from fear, 00:58:27.330 --> 00:58:29.029 I think there can also be cynicism. 00:58:29.029 --> 00:58:31.680 I've been in the education technology space 00:58:31.680 --> 00:58:32.580 for about 20 years, 00:58:32.580 --> 00:58:35.028 and I know that sometimes there's all this hype 00:58:35.028 --> 00:58:37.645 and it never really comes to pass. 00:58:37.645 --> 00:58:42.210 I am optimistic about what this new technology, 00:58:42.210 --> 00:58:46.680 what this AI can do, but I think we also need to, you know, 00:58:46.680 --> 00:58:48.960 recognize that there's been a lot of promise 00:58:48.960 --> 00:58:52.020 in the past that hasn't come to fruition. 00:58:52.020 --> 00:58:54.302 And we should be hopeful, 00:58:54.302 --> 00:58:59.302 but also just be clear that we know the value of humans, 00:58:59.490 --> 00:59:01.500 we know the value of teachers, 00:59:01.500 --> 00:59:04.740 and much of that is not going to be replaced 00:59:04.740 --> 00:59:06.030 by the technology. 00:59:06.030 --> 00:59:09.871 And so making sure that as you as teachers 00:59:09.871 --> 00:59:12.053 and the teachers you work with, 00:59:12.053 --> 00:59:15.229 understand the value that they bring 00:59:15.229 --> 00:59:19.380 and how technology can just help them improve the value 00:59:19.380 --> 00:59:20.370 that they have. 00:59:20.370 --> 00:59:22.680 I think is a good way to approach this as well. 00:59:22.680 --> 00:59:24.210 - That is an awesome note to end on, Kristen, 00:59:24.210 --> 00:59:27.180 is that AI is not this weird alien thing, 00:59:27.180 --> 00:59:28.530 but it was built by humans 00:59:28.530 --> 00:59:30.825 to serve our human needs based on what we've learned 00:59:30.825 --> 00:59:32.490 from our own expertise. 00:59:32.490 --> 00:59:34.220 So I think that's a very hopeful note 00:59:34.220 --> 00:59:35.920 to conclude our session on. 00:59:35.920 --> 00:59:37.560 And I wanna thank everyone for joining. 00:59:37.560 --> 00:59:38.850 I wanna thank two groups in particular. 00:59:38.850 --> 00:59:41.460 First of all, this incredible group of panelists 00:59:41.460 --> 00:59:42.293 from all across the country 00:59:42.293 --> 00:59:45.120 who's on the front lines of all of this. 00:59:45.120 --> 00:59:46.884 Please, please, please come to the Q&A. 00:59:46.884 --> 00:59:49.380 I know it's a little awkward, but send them a little love. 00:59:49.380 --> 00:59:51.000 Let these folks know that you appreciate them 00:59:51.000 --> 00:59:52.318 giving up an hour of their summer 00:59:52.318 --> 00:59:53.998 to share what they've learned. 00:59:53.998 --> 00:59:55.680 And then for the second group, 00:59:55.680 --> 00:59:57.580 just a massive thank you to you! 00:59:57.580 --> 01:00:00.990 I mean, as an educator who craved his summer vacations 01:00:00.990 --> 01:00:03.060 more than anything when I was a kindergarten teacher, 01:00:03.060 --> 01:00:05.310 the fact that you invested this hour with us, 01:00:05.310 --> 01:00:06.390 thinking about making the fall 01:00:06.390 --> 01:00:08.127 even more powerful for your own students, 01:00:08.127 --> 01:00:10.260 that is sort of the greatest representation 01:00:10.260 --> 01:00:11.700 of what educators do, 01:00:11.700 --> 01:00:13.530 which is build a greater future for us all. 01:00:13.530 --> 01:00:15.420 So thank you for your incredible investment, 01:00:15.420 --> 01:00:17.490 your time and your expertise. 01:00:17.490 --> 01:00:20.160 Here's wishing you a beautiful rest of the summer. 01:00:20.160 --> 01:00:21.273 Cheers everyone!

Welcome to high school biology

https://www.youtube.com/watch?v=HjA-SvvL2BQ

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WEBVTT Kind: captions Language: en 00:00:01.080 --> 00:00:04.200 - It's very easy to take for granted 00:00:04.200 --> 00:00:07.620 some of the very amazing things that surround us. 00:00:07.620 --> 00:00:10.680 In particular, the notion of life. 00:00:10.680 --> 00:00:12.480 On a day-to-day basis, we're used to it. 00:00:12.480 --> 00:00:13.710 We are living things, 00:00:13.710 --> 00:00:15.420 we see living things all around us, 00:00:15.420 --> 00:00:18.120 and we get preoccupied with other things. 00:00:18.120 --> 00:00:20.370 Things like doing our homework, paying our taxes, 00:00:20.370 --> 00:00:22.830 worrying about what our next meal is going to be. 00:00:22.830 --> 00:00:24.120 But if you just take a moment, 00:00:24.120 --> 00:00:25.920 and I encourage you to actually take that moment right now, 00:00:25.920 --> 00:00:29.100 look in the mirror or look at me in this video. 00:00:29.100 --> 00:00:32.070 We are miraculous organisms 00:00:32.070 --> 00:00:35.280 in a miraculous biological system. 00:00:35.280 --> 00:00:37.590 Each of us is made of trillions, 00:00:37.590 --> 00:00:41.760 tens of trillions of living cells and bacteria 00:00:41.760 --> 00:00:45.750 that somehow organize together to create us 00:00:45.750 --> 00:00:50.130 and these incredibly elegant and complex systems. 00:00:50.130 --> 00:00:52.110 How does that happen? 00:00:52.110 --> 00:00:54.660 How do you get intelligence? 00:00:54.660 --> 00:00:57.420 How do you get sensory perception? 00:00:57.420 --> 00:01:00.720 How do you pass on those traits 00:01:00.720 --> 00:01:03.183 from one generation to another? 00:01:04.402 --> 00:01:05.970 How do cells replenish themselves? 00:01:05.970 --> 00:01:07.680 What happens when there are mistakes? 00:01:07.680 --> 00:01:11.010 Are mistakes or mutations sometimes a good thing, 00:01:11.010 --> 00:01:13.350 or are they always a bad thing? 00:01:13.350 --> 00:01:17.700 How did life even emerge on, as far as we know this planet, 00:01:17.700 --> 00:01:18.930 maybe other planets? 00:01:18.930 --> 00:01:20.670 Where do we get our energy from? 00:01:20.670 --> 00:01:21.960 It turns out the sun. 00:01:21.960 --> 00:01:23.550 But then where do we get that energy from 00:01:23.550 --> 00:01:27.030 because we're not taking that solar energy directly. 00:01:27.030 --> 00:01:28.860 How do we get it from other things like plants, 00:01:28.860 --> 00:01:30.150 which are other forms of life? 00:01:30.150 --> 00:01:33.150 And how is all of this interconnected and related? 00:01:33.150 --> 00:01:37.710 This is the focus of this high school biology course. 00:01:37.710 --> 00:01:40.230 And I just have to say, you know, it's hard, 00:01:40.230 --> 00:01:42.450 people always ask me, "What's your favorite topic, Sal?" 00:01:42.450 --> 00:01:44.130 And I'm not gonna say it is hard to pick 00:01:44.130 --> 00:01:46.500 because it's like picking a favorite child. 00:01:46.500 --> 00:01:49.380 But if you don't stop and pause 00:01:49.380 --> 00:01:53.310 and think about the wonder of life around us, 00:01:53.310 --> 00:01:56.190 then it just makes life a lot less interesting. 00:01:56.190 --> 00:01:57.720 And if you just pause for that moment 00:01:57.720 --> 00:02:00.030 and especially if you start to understand 00:02:00.030 --> 00:02:02.280 as you're going to do in this course, 00:02:02.280 --> 00:02:04.410 then I think you'll just have a little bit more wonder 00:02:04.410 --> 00:02:08.193 and a lot more understanding of how we fit in the universe.

Khanmigo: Using Class Snapshot

https://www.youtube.com/watch?v=ejluWI1kFf4

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WEBVTT Kind: captions Language: en 00:00:01.110 --> 00:00:03.600 - [Narrator] Khanmigo is an AI teaching assistant built 00:00:03.600 --> 00:00:07.500 by Khan Academy and designed to help all students learn. 00:00:07.500 --> 00:00:10.260 Khanmigo has a fun and eccentric personality 00:00:10.260 --> 00:00:14.430 and is always willing and able to be your creative co-pilot. 00:00:14.430 --> 00:00:16.530 Khanmigo is not just for students. 00:00:16.530 --> 00:00:18.270 Teachers can use Khanmigo too 00:00:18.270 --> 00:00:21.300 by toggling from student mode to teacher mode. 00:00:21.300 --> 00:00:22.650 Once in teacher mode, 00:00:22.650 --> 00:00:25.530 Khanmigo transforms into the teaching assistant 00:00:25.530 --> 00:00:27.660 you've always wanted. 00:00:27.660 --> 00:00:31.170 Khanmigo is extremely engaging and very knowledgeable. 00:00:31.170 --> 00:00:33.780 It's like having an experienced master teacher 00:00:33.780 --> 00:00:36.180 in your pocket that has a strong understanding 00:00:36.180 --> 00:00:38.073 of pedagogical principles. 00:00:40.770 --> 00:00:43.890 Khanmigo has many exciting features that support teachers 00:00:43.890 --> 00:00:46.080 and this video will showcase ways teachers 00:00:46.080 --> 00:00:48.960 can use Khanmigo to get a class snapshot 00:00:48.960 --> 00:00:52.020 of their class to ensure students are using Khanmigo 00:00:52.020 --> 00:00:55.140 with fidelity and receiving the support necessary 00:00:55.140 --> 00:00:57.033 for them to be successful. 00:00:58.110 --> 00:01:00.000 Class Snapshot is a quick overview 00:01:00.000 --> 00:01:03.420 of how students are performing in class on Khan Academy. 00:01:03.420 --> 00:01:06.510 It highlights key areas such as recent activity, 00:01:06.510 --> 00:01:11.010 course mastery progress, assignments, and skill development. 00:01:11.010 --> 00:01:13.980 By reviewing the class snapshot that Khanmigo provides, 00:01:13.980 --> 00:01:16.530 teachers can gain insight into students' learning 00:01:16.530 --> 00:01:19.590 and identify areas where they may need additional support 00:01:19.590 --> 00:01:21.330 or encouragement. 00:01:21.330 --> 00:01:23.070 This snapshot will help you tailor 00:01:23.070 --> 00:01:24.270 your teaching approach 00:01:24.270 --> 00:01:26.100 to better meet the needs of your students 00:01:26.100 --> 00:01:29.133 and ensure they're on track to achieve their learning goals. 00:01:30.030 --> 00:01:33.150 By integrating Khanmigo into classroom routines, 00:01:33.150 --> 00:01:35.310 teachers will be able to take the ideas 00:01:35.310 --> 00:01:37.890 and suggestions provided by Khanmigo 00:01:37.890 --> 00:01:40.770 and adapt them into classroom specific content. 00:01:40.770 --> 00:01:44.220 Considering factors like student needs, learning goals, 00:01:44.220 --> 00:01:46.053 and available resources. 00:01:47.040 --> 00:01:49.320 Incorporating Khanmigo into the classroom 00:01:49.320 --> 00:01:52.110 is going to be a game changer for teachers. 00:01:52.110 --> 00:01:53.940 Khanmigo's insights and suggestions 00:01:53.940 --> 00:01:55.860 are going to enhance classroom learning 00:01:55.860 --> 00:01:58.920 and make teachers' lives easier by saving them time 00:01:58.920 --> 00:02:02.010 so they'll have the ability to focus on what's important, 00:02:02.010 --> 00:02:03.213 their students. 00:02:04.440 --> 00:02:05.700 Let's get a class snapshot 00:02:05.700 --> 00:02:07.140 of how my students are progressing 00:02:07.140 --> 00:02:09.240 in their Algebra 1 course. 00:02:09.240 --> 00:02:12.270 Khanmigo, could you please give me a class snapshot 00:02:12.270 --> 00:02:14.163 of my Algebra 1 students? 00:02:15.630 --> 00:02:17.220 With one click of the button, 00:02:17.220 --> 00:02:19.470 Khanmigo can give me a high level overview 00:02:19.470 --> 00:02:22.353 of my students' performance for the past seven days. 00:02:23.730 --> 00:02:26.910 Khanmigo then gives me the option to see which student 00:02:26.910 --> 00:02:30.360 should be celebrated for working on their assignments. 00:02:30.360 --> 00:02:33.270 It'll give me a list of students who are above 25% 00:02:33.270 --> 00:02:35.190 on their course mastery goal. 00:02:35.190 --> 00:02:36.930 It allows me to group my class 00:02:36.930 --> 00:02:40.140 into three groups based on their progress for the week. 00:02:40.140 --> 00:02:43.020 And it also lets me see who needs a check-in 00:02:43.020 --> 00:02:46.140 about their skills progress for that week. 00:02:46.140 --> 00:02:50.190 Now I know I love to celebrate my students, 00:02:50.190 --> 00:02:51.690 and that's one of my favorite things, 00:02:51.690 --> 00:02:55.050 so that's the one that I'm going to select. 00:02:55.050 --> 00:02:57.750 And as much as I love celebrating my students, 00:02:57.750 --> 00:03:00.870 Khanmigo knows it's important to look at all of my students, 00:03:00.870 --> 00:03:03.660 especially the ones who may be struggling or stuck. 00:03:03.660 --> 00:03:04.920 So Khanmigo suggests 00:03:04.920 --> 00:03:07.740 that I view my students' assignment scores report 00:03:07.740 --> 00:03:10.050 and Khanmigo also provides the link 00:03:10.050 --> 00:03:12.123 for me so it's easily accessible. 00:03:13.380 --> 00:03:15.960 I notice that several of my students are struggling 00:03:15.960 --> 00:03:17.970 with solving systems of equations, 00:03:17.970 --> 00:03:21.120 which honestly is not my favorite thing to teach, 00:03:21.120 --> 00:03:22.200 but not to worry. 00:03:22.200 --> 00:03:24.750 I have my teaching assistant. 00:03:24.750 --> 00:03:26.790 You can chat with Khanmigo anytime 00:03:26.790 --> 00:03:29.430 while you're logged into your Khan Academy account. 00:03:29.430 --> 00:03:31.470 It can help you navigate the site, 00:03:31.470 --> 00:03:33.900 find engaging content for your students, 00:03:33.900 --> 00:03:36.873 and can even give you tips on teaching. 00:03:37.860 --> 00:03:40.500 Khanmigo, what should the objectives 00:03:40.500 --> 00:03:42.240 be for systems of equations 00:03:42.240 --> 00:03:45.513 and can you recommend an activity for my students? 00:03:48.270 --> 00:03:50.130 Wonderful. 00:03:50.130 --> 00:03:54.000 Khanmigo, can you provide a video that I can assign 00:03:54.000 --> 00:03:56.223 to my students for this lesson? 00:04:02.820 --> 00:04:07.230 Perfect. Thank you for providing the link also, Khanmigo. 00:04:07.230 --> 00:04:08.163 Thank you. 00:04:09.570 --> 00:04:10.830 This is great. 00:04:10.830 --> 00:04:11.820 And from the screen, 00:04:11.820 --> 00:04:15.030 I can easily assign this lesson to my students. 00:04:15.030 --> 00:04:16.173 Thanks, Khanmigo. 00:04:17.520 --> 00:04:21.360 One last thing, looking at my student's report, 00:04:21.360 --> 00:04:24.390 I noticed that Jason is really struggling, 00:04:24.390 --> 00:04:26.880 and you did give me a heads up about that. 00:04:26.880 --> 00:04:28.560 So I was wondering, 00:04:28.560 --> 00:04:31.440 could you please help me draft a progress report 00:04:31.440 --> 00:04:34.080 for him that I can send home to his family? 00:04:34.080 --> 00:04:35.460 This is great, Khanmigo. 00:04:35.460 --> 00:04:36.630 Thank you. 00:04:36.630 --> 00:04:39.930 Actually, Khanmigo, Jason's mom speaks Spanish. 00:04:39.930 --> 00:04:43.140 Could you please translate this letter for me? 00:04:43.140 --> 00:04:44.670 This is wonderful. 00:04:44.670 --> 00:04:46.740 Thank you so much, Khanmigo. 00:04:46.740 --> 00:04:48.630 Khanmigo's insights and suggestions 00:04:48.630 --> 00:04:50.430 are going to enhance classroom learning 00:04:50.430 --> 00:04:52.530 and make teachers' lives easier 00:04:52.530 --> 00:04:55.650 by saving them time so they'll have the ability to focus 00:04:55.650 --> 00:04:58.650 on what's important, their students. 00:04:58.650 --> 00:05:00.363 Thank you so much, Khanmigo. 00:05:01.716 --> 00:05:04.299 (upbeat music)

Lesson Planning with Khanmigo

https://www.youtube.com/watch?v=tielNKJivU8

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en

WEBVTT Kind: captions Language: en 00:00:00.570 --> 00:00:01.890 - [Narrator] This is Khanmigo, 00:00:01.890 --> 00:00:05.760 an AI powered guide designed to help all students learn. 00:00:05.760 --> 00:00:07.770 Khanmigo is not just for students 00:00:07.770 --> 00:00:09.600 teachers can use Khanmigo too 00:00:09.600 --> 00:00:12.840 by toggling from student mode to teacher mode. 00:00:12.840 --> 00:00:15.720 Once in teacher mode, Khanmigo transforms 00:00:15.720 --> 00:00:19.050 into the teaching assistant you've always wanted. 00:00:19.050 --> 00:00:22.320 Khanmigo has many exciting features that supports teachers 00:00:22.320 --> 00:00:25.080 and this video will showcase ways teachers can use 00:00:25.080 --> 00:00:29.610 Khanmigo to get ideas for engaging lesson plans, activities, 00:00:29.610 --> 00:00:32.130 and teaching strategies. 00:00:32.130 --> 00:00:33.900 We'll explore how Khanmigo's fun 00:00:33.900 --> 00:00:37.410 and eccentric personality can help teachers create unique 00:00:37.410 --> 00:00:41.071 and engaging learning experiences for their students. 00:00:41.071 --> 00:00:44.238 (bright upbeat music) 00:00:45.420 --> 00:00:46.740 Hi, Khanmigo. 00:00:46.740 --> 00:00:50.460 I'm going to be teaching a new standard this week. 00:00:50.460 --> 00:00:53.010 Could you please refresh my knowledge? 00:00:53.010 --> 00:00:55.593 (upbeat music) 00:00:57.930 --> 00:01:00.360 It is actually all coming back to me. 00:01:00.360 --> 00:01:03.701 Could you help me create a lesson plan? 00:01:03.701 --> 00:01:06.284 (upbeat music) 00:01:11.190 --> 00:01:12.690 Thank you so much. 00:01:12.690 --> 00:01:14.820 Do you have any Khan Academy videos 00:01:14.820 --> 00:01:16.992 that I can share with my students? 00:01:16.992 --> 00:01:18.810 (upbeat music) 00:01:18.810 --> 00:01:20.850 You even included the links? 00:01:20.850 --> 00:01:22.590 Wow, that is so helpful. 00:01:22.590 --> 00:01:24.229 Thank you Khanmigo. 00:01:24.229 --> 00:01:26.460 (upbeat music) 00:01:26.460 --> 00:01:28.260 Could you come up with a lesson hook 00:01:28.260 --> 00:01:30.413 that I can use with my students? 00:01:30.413 --> 00:01:32.996 (upbeat music) 00:01:36.840 --> 00:01:39.510 That's a good idea, but could you help me come up 00:01:39.510 --> 00:01:42.693 with a funny lesson hook for this? 00:01:42.693 --> 00:01:44.820 (upbeat music) 00:01:44.820 --> 00:01:48.330 That is funny, and it definitely should get their attention. 00:01:48.330 --> 00:01:50.040 Thank you. 00:01:50.040 --> 00:01:53.400 I'd like to check my students' understanding 00:01:53.400 --> 00:01:54.840 at the end of class. 00:01:54.840 --> 00:01:57.972 Do you have an exit ticket that I could use for this? 00:01:57.972 --> 00:02:00.555 (upbeat music) 00:02:02.460 --> 00:02:04.440 Oops, I almost forgot, 00:02:04.440 --> 00:02:08.984 do you have a quiz that I can assign to my students? 00:02:08.984 --> 00:02:11.567 (upbeat music) 00:02:16.230 --> 00:02:19.500 Before I forget, do you have a funny poem that I can share 00:02:19.500 --> 00:02:22.319 with my students to get them excited about this topic? 00:02:22.319 --> 00:02:24.902 (upbeat music) 00:02:27.450 --> 00:02:32.450 How about a poem about not having homework with this topic? 00:02:32.820 --> 00:02:34.331 They'll love that. 00:02:34.331 --> 00:02:36.914 (upbeat music) 00:02:40.890 --> 00:02:42.120 This is awesome. 00:02:42.120 --> 00:02:44.460 You just saved me so much time Khanmigo. 00:02:44.460 --> 00:02:47.184 Thank you so much, have a great night. 00:02:47.184 --> 00:02:49.470 (upbeat music) 00:02:49.470 --> 00:02:51.561 Where would I be without you? 00:02:51.561 --> 00:02:53.640 (upbeat music) 00:02:53.640 --> 00:02:57.333 You are the best teaching assistant ever. 00:02:57.333 --> 00:02:59.916 (upbeat music) 00:03:00.810 --> 00:03:03.690 We hope you love Khanmigo as much as we do. 00:03:03.690 --> 00:03:04.893 Thanks for watching. 00:03:05.901 --> 00:03:09.068 (bright upbeat music)

Introducing Khanmigo for teachers

https://www.youtube.com/watch?v=Elnfgd7OzoM

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WEBVTT Kind: captions Language: en 00:00:00.176 --> 00:00:01.009 (bright music) 00:00:01.009 --> 00:00:03.210 - [Presenter] This is Khanmigo, an AI powered guide 00:00:03.210 --> 00:00:05.610 designed to help all students learn. 00:00:05.610 --> 00:00:08.460 When subjects are giving them trouble, Khanmigo can help. 00:00:09.330 --> 00:00:10.290 Khanmigo is fun 00:00:10.290 --> 00:00:12.840 and can transform learning into an adventure. 00:00:12.840 --> 00:00:15.060 Khanmigo is not just for students. 00:00:15.060 --> 00:00:16.350 Teachers can use it too 00:00:16.350 --> 00:00:19.140 by toggling from student mode to teacher mode. 00:00:19.140 --> 00:00:22.110 Then, Khanmigo transforms into the teaching assistant 00:00:22.110 --> 00:00:23.730 you've always wanted. 00:00:23.730 --> 00:00:25.740 Select the activity section to begin. 00:00:25.740 --> 00:00:27.900 It's gonna show you all of the wonderful things 00:00:27.900 --> 00:00:29.640 that Khanmigo can do. 00:00:29.640 --> 00:00:31.902 You can have a chat with Khanmigo. 00:00:31.902 --> 00:00:34.380 Khanmigo can give you a class snapshot 00:00:34.380 --> 00:00:36.510 of how your students are doing. 00:00:36.510 --> 00:00:39.030 It can summarize your students' chat history 00:00:39.030 --> 00:00:41.880 so you can see what they've been up to. 00:00:41.880 --> 00:00:44.490 Feeling iffy about an upcoming standard 00:00:44.490 --> 00:00:46.050 that you're about to cover? 00:00:46.050 --> 00:00:48.480 Use Khanmigo to refresh your knowledge, 00:00:48.480 --> 00:00:52.800 and then use it again to come up with a creative lesson hook 00:00:52.800 --> 00:00:55.620 that gets your students excited about your content. 00:00:55.620 --> 00:00:56.550 And then use it again 00:00:56.550 --> 00:01:00.270 to write unique, thought-provoking exit ticket questions. 00:01:00.270 --> 00:01:03.156 Khanmigo can create a humanities lesson plan 00:01:03.156 --> 00:01:05.700 and help you collaborate with your students 00:01:05.700 --> 00:01:08.760 to create a fun class summary poem. 00:01:08.760 --> 00:01:11.100 Khanmigo can help you write learning objectives 00:01:11.100 --> 00:01:12.570 for an upcoming unit 00:01:12.570 --> 00:01:15.030 and help you co-create a writing rubric 00:01:15.030 --> 00:01:17.130 for your student's next essay. 00:01:17.130 --> 00:01:19.080 Ready to see Khanmigo in action? 00:01:19.080 --> 00:01:19.980 Me too. 00:01:19.980 --> 00:01:23.417 Let's start with a creative lesson hook. 00:01:23.417 --> 00:01:27.780 Khanmigo, are you ready to get started? 00:01:27.780 --> 00:01:30.270 Absolutely! Me too. 00:01:30.270 --> 00:01:31.143 Let's get going. 00:01:32.391 --> 00:01:34.740 It's been a while since I've taught "Romeo and Juliet," 00:01:34.740 --> 00:01:38.190 so Khanmigo, can you please help me 00:01:38.190 --> 00:01:39.960 come up with a creative lesson hook 00:01:39.960 --> 00:01:41.670 for Act 3 of "Romeo and Juliet" 00:01:41.670 --> 00:01:44.340 for my ninth grade English class? 00:01:44.340 --> 00:01:45.990 Of course, you can. 00:01:45.990 --> 00:01:48.483 Khanmigo came up with two fantastic hooks 00:01:48.483 --> 00:01:51.120 that I can use with my students. 00:01:51.120 --> 00:01:51.960 Hmm. 00:01:51.960 --> 00:01:55.470 Actually, on second thought, a lot of my students think 00:01:55.470 --> 00:01:57.180 that Shakespeare is boring. 00:01:57.180 --> 00:01:59.730 Khanmigo, can you gimme a funny hook 00:01:59.730 --> 00:02:01.953 that will help keep my students engaged? 00:02:04.200 --> 00:02:07.080 Starting the class with the "Shakespearen Insults." 00:02:07.080 --> 00:02:10.140 That is hilarious. And my students will love it. 00:02:10.140 --> 00:02:11.523 Thanks, Khanmigo. 00:02:12.540 --> 00:02:13.608 Okay, Khanmigo, 00:02:13.608 --> 00:02:16.620 I'm going to need a quick check for understanding 00:02:16.620 --> 00:02:18.000 to use with my students 00:02:18.000 --> 00:02:20.700 to make sure that they understand Act 3, 00:02:20.700 --> 00:02:22.710 before moving on to Act 4. 00:02:22.710 --> 00:02:25.773 Could you please help me create an exit ticket for them? 00:02:26.910 --> 00:02:27.743 Wow! 00:02:27.743 --> 00:02:29.910 These are wonderful, thought-provoking questions. 00:02:29.910 --> 00:02:30.930 It's really gonna show me 00:02:30.930 --> 00:02:33.180 whether or not my students need more support 00:02:33.180 --> 00:02:35.730 with Act 3 of Romeo and Juliet. 00:02:35.730 --> 00:02:37.050 Thanks so much, Khanmigo. 00:02:37.050 --> 00:02:39.333 I think Mr. Shakespeare would approve. 00:02:40.320 --> 00:02:42.480 After reviewing my students' exit tickets, 00:02:42.480 --> 00:02:45.090 I'm noticing that there are a few students 00:02:45.090 --> 00:02:49.050 who still aren't quite grasping the concepts in the play. 00:02:49.050 --> 00:02:50.730 So who better to help them 00:02:50.730 --> 00:02:53.760 than Mr. William Shakespeare himself? 00:02:53.760 --> 00:02:55.800 Excuse us, Mr. Shakespeare, 00:02:55.800 --> 00:02:58.620 but could you please help my class understand 00:02:58.620 --> 00:03:03.003 why Friar Lawrence didn't intervene with Romeo and Juliet? 00:03:04.230 --> 00:03:05.790 Great explanation. 00:03:05.790 --> 00:03:08.250 Couldn't have said it better myself. 00:03:08.250 --> 00:03:09.870 That was super helpful. 00:03:09.870 --> 00:03:13.230 In just a few minutes, Khanmigo, my new teaching assistant, 00:03:13.230 --> 00:03:15.180 to save me hours of planning time 00:03:15.180 --> 00:03:18.510 by helping me create quality lesson plans for my students. 00:03:18.510 --> 00:03:20.700 And Khanmigo isn't just for English. 00:03:20.700 --> 00:03:23.010 Khanmigo can also support teachers and students 00:03:23.010 --> 00:03:26.730 with subjects such as math, science, history, 00:03:26.730 --> 00:03:28.500 a variety of foreign languages, 00:03:28.500 --> 00:03:31.590 with levels ranging from elementary, through college. 00:03:31.590 --> 00:03:33.330 Incorporating Khanmigo into the classroom 00:03:33.330 --> 00:03:35.936 is going to be a game-changer for teachers. 00:03:35.936 --> 00:03:38.160 Khanmigo's insights and suggestions 00:03:38.160 --> 00:03:39.918 are going to enhance classroom learning 00:03:39.918 --> 00:03:42.210 and make teachers' lives easier, 00:03:42.210 --> 00:03:44.430 by saving them so much time. 00:03:44.430 --> 00:03:47.340 They'll have the ability to focus on what's important; 00:03:47.340 --> 00:03:48.960 their students. 00:03:48.960 --> 00:03:50.596 Thank you, Khanmigo. 00:03:50.596 --> 00:03:53.013 (soft music)

Khanmigo for Districts

https://www.youtube.com/watch?v=ZgA8u9G9fFQ

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WEBVTT Kind: captions Language: en 00:00:00.630 --> 00:00:03.240 - [Narrator] Introducing Khanmigo for District. 00:00:03.240 --> 00:00:06.120 Khan Academy's AI powered student tutor 00:00:06.120 --> 00:00:08.400 and teaching assistant is paving the way 00:00:08.400 --> 00:00:11.130 for a new era of learning in the classroom. 00:00:11.130 --> 00:00:13.380 - I could see it as a teacher virtual assistant. 00:00:13.380 --> 00:00:15.810 I could see it as a virtual assistant for the kids too. 00:00:15.810 --> 00:00:18.540 But really helping teachers understand data, 00:00:18.540 --> 00:00:21.330 disseminate the data, help them formulate small groups, 00:00:21.330 --> 00:00:23.850 give them specific suggestions and recommendations. 00:00:23.850 --> 00:00:26.820 - [Narrator] With Khanmigo, get students personalized 00:00:26.820 --> 00:00:29.540 feedback and support right when they need it. 00:00:29.540 --> 00:00:32.520 - It actually offers step-by-step instructions, but not 00:00:32.520 --> 00:00:34.590 to the point where it gives the answers to the student 00:00:34.590 --> 00:00:36.210 but it guides them enough where 00:00:36.210 --> 00:00:38.220 if the student reads and goes along with it 00:00:38.220 --> 00:00:40.530 it actually helps them achieve the answer 00:00:40.530 --> 00:00:41.550 without giving it to them. 00:00:41.550 --> 00:00:44.220 It's almost like your own little personal virtual assistant 00:00:44.220 --> 00:00:45.120 with you at all times. 00:00:45.120 --> 00:00:47.700 It gives them an ability to be self-sufficient in a way. 00:00:47.700 --> 00:00:48.750 So it's really great tool. 00:00:48.750 --> 00:00:51.480 - And I think Khan Academy is leading us through that path 00:00:51.480 --> 00:00:55.320 of let's support the kids, let's manage it, let's monitor it 00:00:55.320 --> 00:00:58.560 so that then we can allow the educational world to look 00:00:58.560 --> 00:01:01.470 at how can this really impact education 00:01:01.470 --> 00:01:03.190 and how can it make it better? 00:01:03.190 --> 00:01:04.410 Khanmigo activities. 00:01:04.410 --> 00:01:06.840 - [Narrator] Khanmigo is already helping teachers get 00:01:06.840 --> 00:01:08.700 to their instruction faster 00:01:08.700 --> 00:01:10.860 by differentiating student learning. 00:01:10.860 --> 00:01:12.420 - Each student has their own level of learning, 00:01:12.420 --> 00:01:13.290 own level of pacing. 00:01:13.290 --> 00:01:15.420 Instead of having everyone stuck at one pace, 00:01:15.420 --> 00:01:18.540 you're able to with that essentially virtual assistant, 00:01:18.540 --> 00:01:20.460 have the student go at their own pace, 00:01:20.460 --> 00:01:22.890 and basically you're able to go to those students 00:01:22.890 --> 00:01:24.180 that need the most amount of help 00:01:24.180 --> 00:01:26.400 and let the ones that are able to move on their own 00:01:26.400 --> 00:01:27.600 just excel. 00:01:27.600 --> 00:01:29.040 - Buy-in is so important 00:01:29.040 --> 00:01:33.090 like student engagement is the key to education. 00:01:33.090 --> 00:01:35.820 If the students are able to ask the personalized questions 00:01:35.820 --> 00:01:38.400 and it gives an answer that's relevant to them 00:01:38.400 --> 00:01:41.190 they're gonna feel more empowered to do the work 00:01:41.190 --> 00:01:44.580 and feel inspired to try to learn these things 00:01:44.580 --> 00:01:47.700 that otherwise they might say, what's the point? 00:01:47.700 --> 00:01:49.770 - So you'll get the lesson and then it's easier to 00:01:49.770 --> 00:01:51.360 have the little Khanmigo button there 00:01:51.360 --> 00:01:53.940 so they're able to ask those questions as they're reading 00:01:53.940 --> 00:01:56.070 or annotating while doing the lesson 00:01:56.070 --> 00:01:58.230 so they don't have to stop and switch gears. 00:01:58.230 --> 00:02:00.030 It's kind of like a seamless process 00:02:00.030 --> 00:02:01.500 and I think that's the smartest idea, 00:02:01.500 --> 00:02:05.250 like seamlessly integrating AI into the foundation 00:02:05.250 --> 00:02:07.620 of education and the learning that we normally do. 00:02:07.620 --> 00:02:08.880 - [Narrator] With built-in safeguards 00:02:08.880 --> 00:02:10.290 for student interaction 00:02:10.290 --> 00:02:12.450 and chat reports for parents and teachers. 00:02:12.450 --> 00:02:15.000 Khan Academy brings its trusted content 00:02:15.000 --> 00:02:16.920 into the world of AI, 00:02:16.920 --> 00:02:19.800 that along with the benefits of Khan Academy District's 00:02:19.800 --> 00:02:22.020 partnership such as professional development, 00:02:22.020 --> 00:02:24.600 personal support, and data-driven reporting, 00:02:24.600 --> 00:02:27.600 the future of learning is just a few clicks away. 00:02:27.600 --> 00:02:31.500 - It is wonderful working with Khan Academy in trying to 00:02:31.500 --> 00:02:34.470 really supplement students' academic learning 00:02:34.470 --> 00:02:37.500 and we're really excited about the promise 00:02:37.500 --> 00:02:41.520 that the platform brings to helping students continue 00:02:41.520 --> 00:02:43.440 to grow and deepen their knowledge 00:02:43.440 --> 00:02:45.240 based on their own interest 00:02:45.240 --> 00:02:47.490 as well as collaborative needs, 00:02:47.490 --> 00:02:49.290 which the teacher determines. 00:02:49.290 --> 00:02:52.410 So this is an exciting time for us to be working 00:02:52.410 --> 00:02:55.800 in this partnership together to see what the future 00:02:55.800 --> 00:02:58.830 will bring with AI and how we continue to grow 00:02:58.830 --> 00:03:00.472 to really support students. 00:03:00.472 --> 00:03:01.305 (hands smack) 00:03:01.305 --> 00:03:04.472 (bright upbeat music)

Paying yourself first

https://www.youtube.com/watch?v=k-RTEIaYvAg

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WEBVTT Kind: captions Language: en 00:00:00.750 --> 00:00:02.250 - [Instructor] You might have heard the term, 00:00:02.250 --> 00:00:04.110 paying yourself first. 00:00:04.110 --> 00:00:08.010 And this just means put your safety, your needs, 00:00:08.010 --> 00:00:10.200 especially your future needs first 00:00:10.200 --> 00:00:12.750 before you think about other things. 00:00:12.750 --> 00:00:15.030 So let's give ourselves an example. 00:00:15.030 --> 00:00:19.357 Let's say that you wanna buy a laptop that is $624 00:00:21.510 --> 00:00:25.410 and you currently do not have the $624 to buy that laptop. 00:00:25.410 --> 00:00:27.780 And that laptop will help you with your work, 00:00:27.780 --> 00:00:29.190 maybe it'll help you with school 00:00:29.190 --> 00:00:30.960 or it can help your family in some way. 00:00:30.960 --> 00:00:33.870 It can also provide other benefits that you want. 00:00:33.870 --> 00:00:37.080 So you want your future self to have this laptop, 00:00:37.080 --> 00:00:39.450 and you say, I want this laptop 00:00:39.450 --> 00:00:41.730 over the course of the next year. 00:00:41.730 --> 00:00:45.750 So you want this in a year. 00:00:45.750 --> 00:00:48.570 The paying yourself first philosophy would say, 00:00:48.570 --> 00:00:51.510 all right, every paycheck, how much do I have 00:00:51.510 --> 00:00:55.080 to put aside first before I do anything else 00:00:55.080 --> 00:00:59.370 to make sure that I'm gonna get my hands on this laptop? 00:00:59.370 --> 00:01:00.720 So let's have an example. 00:01:00.720 --> 00:01:03.210 Let's say that I'm paid weekly. 00:01:03.210 --> 00:01:07.710 If we are paid weekly, how much do we have to put aside 00:01:07.710 --> 00:01:10.890 for every paycheck in order to at the end of the year 00:01:10.890 --> 00:01:13.563 have $624 saved up for the laptop? 00:01:14.490 --> 00:01:16.170 Well, if we're thinking weekly, 00:01:16.170 --> 00:01:21.170 we have to save that $624 over the number of weeks 00:01:21.600 --> 00:01:22.433 in a year. 00:01:22.433 --> 00:01:25.920 So we're gonna divide that by 52 weeks. 00:01:25.920 --> 00:01:27.480 And you could do that by hand 00:01:27.480 --> 00:01:29.430 or you could punch that into a calculator. 00:01:29.430 --> 00:01:32.977 And you're going to see that you're going to have to save 00:01:32.977 --> 00:01:37.530 $12 per week which doesn't feel like a lot. 00:01:37.530 --> 00:01:39.780 And so what you would do is every time you get 00:01:39.780 --> 00:01:42.360 that paycheck before you even think about anything else, 00:01:42.360 --> 00:01:44.970 you would take that $12 and transfer it 00:01:44.970 --> 00:01:46.290 maybe into a savings account. 00:01:46.290 --> 00:01:50.400 That's kind of your laptop savings fund. 00:01:50.400 --> 00:01:53.940 What if you instead of getting paid weekly, 00:01:53.940 --> 00:01:57.510 you're paid biweekly. 00:01:57.510 --> 00:02:01.560 So that means you're getting paid every other week 00:02:01.560 --> 00:02:03.360 or every two weeks. 00:02:03.360 --> 00:02:05.640 Well, then you're going to have to save 00:02:05.640 --> 00:02:08.250 twice as much since it's not covering 00:02:08.250 --> 00:02:10.230 just one week of savings it's two weeks of savings. 00:02:10.230 --> 00:02:13.680 So in that situation it's going to be $24 00:02:13.680 --> 00:02:15.843 per every two weeks. 00:02:16.710 --> 00:02:21.710 What if you are being paid semi-monthly? 00:02:22.020 --> 00:02:24.240 And you might think that these are similar 00:02:24.240 --> 00:02:26.010 that if you're paid every other week 00:02:26.010 --> 00:02:27.660 or if you're paid semi-monthly 00:02:27.660 --> 00:02:29.700 which means you're paid twice a month, 00:02:29.700 --> 00:02:31.770 but months don't have exactly four weeks 00:02:31.770 --> 00:02:35.970 or at least most months don't have exactly four weeks. 00:02:35.970 --> 00:02:40.200 And so the way that you would calculate for semi-monthly 00:02:40.200 --> 00:02:43.140 is you say all right, there's 12 months in a year 00:02:43.140 --> 00:02:46.140 so there's 24 semi-months in a year. 00:02:46.140 --> 00:02:51.140 So it would be $624 divided by those 24 semi-months 00:02:53.460 --> 00:02:55.050 I guess you could call them. 00:02:55.050 --> 00:02:59.287 And then that would get you $26, 00:02:59.287 --> 00:03:04.233 $26 per semi-month. 00:03:08.340 --> 00:03:11.460 And then last but not least, if you're paid monthly 00:03:11.460 --> 00:03:13.920 and I'll do that in a different color for kicks, 00:03:13.920 --> 00:03:15.750 if you're paid monthly, 00:03:15.750 --> 00:03:18.540 well, then you're gonna take that $624 00:03:18.540 --> 00:03:20.650 and divide it by the 12 months 00:03:21.870 --> 00:03:25.110 and you would wanna set aside $52 per month. 00:03:29.490 --> 00:03:31.950 So this video it gave us a little bit of practice 00:03:31.950 --> 00:03:34.110 thinking about our paychecks whether we're getting paid 00:03:34.110 --> 00:03:36.750 weekly, biweekly, semi-monthly or monthly. 00:03:36.750 --> 00:03:37.920 But it's really thinking about, 00:03:37.920 --> 00:03:40.650 hey, you have a pretty big goal over here, 00:03:40.650 --> 00:03:43.380 but if you divide it by the number of paychecks 00:03:43.380 --> 00:03:45.390 that you're getting in a year, 00:03:45.390 --> 00:03:47.760 you can then think about how much you have to set aside 00:03:47.760 --> 00:03:50.610 paying yourself first every paycheck 00:03:50.610 --> 00:03:52.590 so that it will add up over the course of a year 00:03:52.590 --> 00:03:54.540 whatever time period you're thinking about, 00:03:54.540 --> 00:03:57.273 so that you can get and reach your goal.

Saving wisely: Emergency funds

https://www.youtube.com/watch?v=n4YoZDQs6VA

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WEBVTT Kind: captions Language: en 00:00:01.170 --> 00:00:03.540 - In life, there are things that we expect 00:00:03.540 --> 00:00:06.450 and there's other things that we don't expect. 00:00:06.450 --> 00:00:09.120 When we think about it from a finance point of view, 00:00:09.120 --> 00:00:11.100 the things that we might expect is, okay, 00:00:11.100 --> 00:00:14.250 we're going to get a regular paycheck because of our work 00:00:14.250 --> 00:00:16.650 and we're going to have regular payments for things 00:00:16.650 --> 00:00:20.460 like our rent or maybe our car payment or insurance. 00:00:20.460 --> 00:00:22.680 But then there's the unexpected things that 00:00:22.680 --> 00:00:24.990 for the most part, most of us wish don't happen. 00:00:24.990 --> 00:00:27.600 I guess there could be unexpected positive things as well 00:00:27.600 --> 00:00:31.110 but unexpected negative things are maybe your car breaks 00:00:31.110 --> 00:00:34.110 down, and that's pretty important because your car breaking 00:00:34.110 --> 00:00:38.070 down isn't just a nice to have thing or nice thing to fix. 00:00:38.070 --> 00:00:40.230 You probably need your car to get 00:00:40.230 --> 00:00:42.750 to work and make your money. 00:00:42.750 --> 00:00:45.540 You might have an unforeseen medical expense 00:00:45.540 --> 00:00:50.100 for you or a family member that you have to pay 00:00:50.100 --> 00:00:53.640 and it could actually affect how much income you 00:00:53.640 --> 00:00:55.980 or your family's able to get if you have to take 00:00:55.980 --> 00:00:58.740 off of work because of that medical event. 00:00:58.740 --> 00:01:03.740 And so because of that, it is very good to save 00:01:04.500 --> 00:01:08.970 for a rainy day and have that emergency fund. 00:01:08.970 --> 00:01:10.920 Now, most experts will tell you 00:01:10.920 --> 00:01:11.920 that you should have 00:01:12.997 --> 00:01:14.820 an emergency fund that's equal 00:01:14.820 --> 00:01:19.200 to about three to six months of your needed expenditures. 00:01:19.200 --> 00:01:21.780 We've talked about the 50, 30, 20 rule, 00:01:21.780 --> 00:01:25.800 which is 50% on needs, 30% on wants 20% of your 00:01:25.800 --> 00:01:29.640 after tax income that you're bringing in for savings. 00:01:29.640 --> 00:01:32.160 And that savings, first and foremost, 00:01:32.160 --> 00:01:33.510 should be for an emergency fund 00:01:33.510 --> 00:01:35.580 until you have a nice emergency fund. 00:01:35.580 --> 00:01:37.950 And then you could think about other things. 00:01:37.950 --> 00:01:40.379 So let's say there's a situation where 00:01:40.379 --> 00:01:42.840 your needs are $2,000 a month. 00:01:42.840 --> 00:01:45.270 You know, that's your rent, your car payment, 00:01:45.270 --> 00:01:46.770 your insurance, your groceries, 00:01:46.770 --> 00:01:49.830 the core groceries that you really, really need. 00:01:49.830 --> 00:01:52.590 If it's $2,000 a month, then an expert would say, hey, 00:01:52.590 --> 00:01:54.330 you need three to six months there. 00:01:54.330 --> 00:01:59.330 So that would be six to $12,000 of an emergency fund. 00:01:59.850 --> 00:02:01.890 If for whatever reason you lose your job, 00:02:01.890 --> 00:02:05.040 your car breaks down, you have to help 00:02:05.040 --> 00:02:07.260 out a family member, then you're going to have 00:02:07.260 --> 00:02:11.850 some reserves to be able to weather that actual storm. 00:02:11.850 --> 00:02:13.110 Now, above and beyond that, 00:02:13.110 --> 00:02:15.330 obviously it's even better to save 00:02:15.330 --> 00:02:17.250 and then you can also think about that as even 00:02:17.250 --> 00:02:19.950 a bigger emergency fund or even put it other places. 00:02:19.950 --> 00:02:22.860 But it's really important to keep this type of money around. 00:02:22.860 --> 00:02:25.230 Otherwise, yeah, you could find yourself 00:02:25.230 --> 00:02:26.763 in a tough situation.

Why and how to save

https://www.youtube.com/watch?v=cnW_HDIBmz4

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WEBVTT Kind: captions Language: en 00:00:01.020 --> 00:00:02.610 - So I'm guessing that you already have a sense 00:00:02.610 --> 00:00:05.280 that saving money is a good idea. 00:00:05.280 --> 00:00:06.690 It's good for a rainy day. 00:00:06.690 --> 00:00:08.490 That's why we have an emergency fund. 00:00:08.490 --> 00:00:11.130 There might be unexpected interruption 00:00:11.130 --> 00:00:13.740 to your income or unexpected costs that happen 00:00:13.740 --> 00:00:17.370 from your car breaking down, or maybe medical expenses, 00:00:17.370 --> 00:00:19.620 or you might wanna save for something 00:00:19.620 --> 00:00:22.710 like retirement or a down payment on a house. 00:00:22.710 --> 00:00:23.700 But the next question is 00:00:23.700 --> 00:00:26.460 how do you actually go about saving the money? 00:00:26.460 --> 00:00:28.470 We all know it's sometimes a little bit more fun 00:00:28.470 --> 00:00:31.830 to spend money than to save money. 00:00:31.830 --> 00:00:34.770 And what I do personally, well, I do a few things. 00:00:34.770 --> 00:00:36.540 First of all, try to set a budget, 00:00:36.540 --> 00:00:39.150 and we talk about that in-depth in other videos. 00:00:39.150 --> 00:00:42.390 Think about what your after-tax income is every month 00:00:42.390 --> 00:00:45.300 and then think about your needs, your wants, 00:00:45.300 --> 00:00:46.380 and then how much you save. 00:00:46.380 --> 00:00:48.480 We've talked about the 50, 30, 20 rule, 00:00:48.480 --> 00:00:49.980 which is just a rule of thumb. 00:00:49.980 --> 00:00:53.250 Try to at least save 20% of your money. 00:00:53.250 --> 00:00:55.740 And the way that you save 20% is spend no more 00:00:55.740 --> 00:00:59.700 than 50% on needs, no more than 30% on wants. 00:00:59.700 --> 00:01:01.620 Now, obviously, if you can save more than 20% 00:01:01.620 --> 00:01:06.030 of your money, even better, but then how do you do that? 00:01:06.030 --> 00:01:09.360 One thing is set aside some money. 00:01:09.360 --> 00:01:11.010 Every paycheck, 00:01:11.010 --> 00:01:12.810 could be every week, every other week, 00:01:12.810 --> 00:01:14.160 it could be every month. 00:01:14.160 --> 00:01:16.440 That's just a little bit harder to access. 00:01:16.440 --> 00:01:19.680 Maybe your money from your pay gets deposited 00:01:19.680 --> 00:01:21.510 into your checking account, either automatically, 00:01:21.510 --> 00:01:23.070 or you deposit a check. 00:01:23.070 --> 00:01:24.180 Well, maybe every month. 00:01:24.180 --> 00:01:25.800 And there's ways that you can automate this. 00:01:25.800 --> 00:01:26.880 You make a transfer 00:01:26.880 --> 00:01:29.130 from your checking account to your savings account. 00:01:29.130 --> 00:01:31.999 Makes it a little bit harder for that money to be accessed 00:01:31.999 --> 00:01:33.900 and you will only access that money. 00:01:33.900 --> 00:01:35.280 You tell yourself, "Self, 00:01:35.280 --> 00:01:39.780 I will only access that money in an actual rainy day." 00:01:39.780 --> 00:01:41.850 The other thing to remind yourself is 00:01:41.850 --> 00:01:45.870 a little bit every day, or every week, or every month, 00:01:45.870 --> 00:01:47.580 can add up to a lot. 00:01:47.580 --> 00:01:48.900 It might feel like, hey, 00:01:48.900 --> 00:01:52.350 if I save only a hundred dollars this week, 00:01:52.350 --> 00:01:53.400 what's the big deal? 00:01:53.400 --> 00:01:54.840 Maybe I should just spend it. 00:01:54.840 --> 00:01:57.900 But remember, if you save a hundred dollars per week, 00:01:57.900 --> 00:02:02.900 that's going to amount to $5,200 over the course of a year 00:02:03.060 --> 00:02:03.930 which is going to amount 00:02:03.930 --> 00:02:07.590 to $52,000 over the course of 10 years. 00:02:07.590 --> 00:02:08.640 And that's before we even think 00:02:08.640 --> 00:02:10.140 about how you could invest it 00:02:10.140 --> 00:02:12.420 and even grow it above and beyond that. 00:02:12.420 --> 00:02:15.120 So even that hundred dollars a week goes a long, long, 00:02:15.120 --> 00:02:17.910 long way to building your wealth 00:02:17.910 --> 00:02:20.370 and obviously protecting you and your family 00:02:20.370 --> 00:02:24.003 from those rainy days, from those emergencies.

What is the better deal?

https://www.youtube.com/watch?v=ZhMEUikbVIk

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WEBVTT Kind: captions Language: en 00:00:00.870 --> 00:00:02.010 - [Instructor] In this video, 00:00:02.010 --> 00:00:04.590 we're gonna play a game that I like to call 00:00:04.590 --> 00:00:07.740 What is the Better Deal? 00:00:07.740 --> 00:00:09.180 So let's look at an example. 00:00:09.180 --> 00:00:12.330 Let's say there's a 16 ounce bottle 00:00:12.330 --> 00:00:14.640 of shampoo that costs $4. 00:00:14.640 --> 00:00:17.070 And let's say there's another bottle 00:00:17.070 --> 00:00:19.830 of that shampoo right next to it, on the store shelf. 00:00:19.830 --> 00:00:23.160 It's the same brand, same shampoo, just a different size. 00:00:23.160 --> 00:00:26.850 It's 35 ounces, and it costs $7. 00:00:26.850 --> 00:00:29.973 Pause this video and think about which is the better deal. 00:00:31.020 --> 00:00:34.260 So there's several ways of approaching this. 00:00:34.260 --> 00:00:35.850 You might see that, wow, 00:00:35.850 --> 00:00:40.050 35 ounces is more than double 16 ounces, 00:00:40.050 --> 00:00:43.290 and the price isn't more than double $4, 00:00:43.290 --> 00:00:46.920 so this is probably the better deal, 00:00:46.920 --> 00:00:49.800 but just in case it doesn't jump out at you that way, 00:00:49.800 --> 00:00:52.650 you could think about something known as unit pricing 00:00:52.650 --> 00:00:54.300 or unit costs. 00:00:54.300 --> 00:00:56.550 And the way we could do that is we could take the price, 00:00:56.550 --> 00:01:00.003 let's say in this top example, the bottle costs $4, 00:01:00.930 --> 00:01:03.390 and then we'll divide it by the number of ounces we have, 00:01:03.390 --> 00:01:05.760 divided by 16 ounces. 00:01:05.760 --> 00:01:07.140 You might recognize 00:01:07.140 --> 00:01:11.250 that this is going to be 25 cents an ounce. 00:01:11.250 --> 00:01:13.140 You might be able to do that math in your head, 00:01:13.140 --> 00:01:15.240 or you could punch that into a calculator, 00:01:15.240 --> 00:01:20.040 25 cents per ounce. 00:01:20.040 --> 00:01:24.180 The other situation right over here, if we took 35, 00:01:24.180 --> 00:01:26.707 or we took $7, I should say, 00:01:26.707 --> 00:01:31.707 $7 divided by 35 ounces, if you do the math there, 00:01:33.240 --> 00:01:36.000 that is going to be 20 cents. 00:01:36.000 --> 00:01:38.850 20 cents per ounce. 00:01:38.850 --> 00:01:40.110 And so here you're able 00:01:40.110 --> 00:01:42.450 to make an apples to apples comparison. 00:01:42.450 --> 00:01:44.730 You know where you're paying more or less per ounce. 00:01:44.730 --> 00:01:47.700 And we can see that our initial intuition, 00:01:47.700 --> 00:01:49.470 our initial gut was right, 00:01:49.470 --> 00:01:52.950 that the larger bottle here is indeed cheaper. 00:01:52.950 --> 00:01:54.600 And that's why you see sometimes, 00:01:54.600 --> 00:01:56.730 people like to buy the larger sizes. 00:01:56.730 --> 00:01:58.800 Sometimes they'll buy in bulk, 00:01:58.800 --> 00:02:02.190 because it's often the case that the larger sizes, 00:02:02.190 --> 00:02:06.000 you get it cheaper per unit, per ounce, per use, 00:02:06.000 --> 00:02:08.310 per square foot, whatever we're talking about. 00:02:08.310 --> 00:02:09.570 Now, it is good to verify. 00:02:09.570 --> 00:02:13.110 I have sometimes been in a store where the bulk pricing 00:02:13.110 --> 00:02:16.560 actually is not cheaper than the less bulk pricing. 00:02:16.560 --> 00:02:18.330 So always try to do the math. 00:02:18.330 --> 00:02:19.800 Maybe you walk around with a calculator, 00:02:19.800 --> 00:02:22.140 or it turns out in many stores, 00:02:22.140 --> 00:02:25.050 they do the unit pricing for you. 00:02:25.050 --> 00:02:28.170 So this is an example of a price, 00:02:28.170 --> 00:02:30.930 or something that you might see for the price at a store. 00:02:30.930 --> 00:02:32.550 And this looks like it's some kind of, I don't know, 00:02:32.550 --> 00:02:33.780 toilet paper or something. 00:02:33.780 --> 00:02:37.380 It says six rolls of ultra comfort care, 00:02:37.380 --> 00:02:39.210 something or another. 00:02:39.210 --> 00:02:42.750 And the price here is $8.49, 00:02:42.750 --> 00:02:45.600 but they give us the unit pricing. 00:02:45.600 --> 00:02:47.130 It's right over here. 00:02:47.130 --> 00:02:51.510 They're saying $5.02 per square foot. 00:02:51.510 --> 00:02:54.060 So if there was another different size 00:02:54.060 --> 00:02:56.370 of this exact same toilet paper, 00:02:56.370 --> 00:02:59.010 you could compare it on a per square foot basis 00:02:59.010 --> 00:03:00.120 to figure out which is cheaper. 00:03:00.120 --> 00:03:02.670 Or maybe there's two brands that also are coming 00:03:02.670 --> 00:03:04.560 in different sizes, you can compare 00:03:04.560 --> 00:03:08.850 which is cheaper by looking at the per square feet. 00:03:08.850 --> 00:03:11.370 It'd be more grammatically correct to say per square foot. 00:03:11.370 --> 00:03:12.810 But I think you get the idea. 00:03:12.810 --> 00:03:15.090 And it's not always going to be per square foot. 00:03:15.090 --> 00:03:18.960 It might be per ounce, it might be per use. 00:03:18.960 --> 00:03:19.793 But the important thing 00:03:19.793 --> 00:03:21.420 is that you're comparing the same units 00:03:21.420 --> 00:03:24.843 to figure out which one is the better deal.

Budgeting and the 50:30:20 rule

https://www.youtube.com/watch?v=LKxOamnP8J4

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WEBVTT Kind: captions Language: en 00:00:00.960 --> 00:00:02.460 - Hi everyone, Sal here 00:00:02.460 --> 00:00:05.040 and I wanna talk a little bit about budgeting. 00:00:05.040 --> 00:00:07.620 So at a very high level, a budget is a way 00:00:07.620 --> 00:00:10.740 of keeping track of how much money you're bringing in 00:00:10.740 --> 00:00:13.290 and how much you are spending. 00:00:13.290 --> 00:00:15.540 And the reason why you want to do it is you 00:00:15.540 --> 00:00:17.580 at the most basic level wanna make sure 00:00:17.580 --> 00:00:19.980 you're not spending more than you're bringing in, 00:00:19.980 --> 00:00:22.680 but even more you wanna make sure that you're spending it 00:00:22.680 --> 00:00:25.410 on the things that matter more for you, 00:00:25.410 --> 00:00:27.750 especially in the long term. 00:00:27.750 --> 00:00:30.180 So when you set up a budget and we'll have other videos 00:00:30.180 --> 00:00:32.610 where we show examples of this, you're gonna wanna think 00:00:32.610 --> 00:00:34.050 about the money that you're coming in. 00:00:34.050 --> 00:00:36.990 So this is often time going to be from your paycheck. 00:00:36.990 --> 00:00:39.330 Maybe you have other sources of money coming in. 00:00:39.330 --> 00:00:41.400 You wanna think about that money after tax 00:00:41.400 --> 00:00:43.620 which can be sometimes significant. 00:00:43.620 --> 00:00:46.230 And then from that, you wanna think about, well, 00:00:46.230 --> 00:00:48.180 where's the money going to. 00:00:48.180 --> 00:00:50.370 Now a lot of folks will talk to you 00:00:50.370 --> 00:00:52.920 about the 50, 30, 20 rule. 00:00:52.920 --> 00:00:55.830 And this is, it doesn't have to be exactly 50, 30, 20 00:00:55.830 --> 00:00:57.810 but it's a nice framework to think about 00:00:57.810 --> 00:01:01.290 which is 50% of the money that you bring in, 00:01:01.290 --> 00:01:03.480 maybe you could spend that on your needs. 00:01:03.480 --> 00:01:06.450 30% you can spend on your wants 00:01:06.450 --> 00:01:09.750 and 20% use that for savings. 00:01:09.750 --> 00:01:11.310 Now, what are needs and wants 00:01:11.310 --> 00:01:13.470 and actually what qualifies as savings? 00:01:13.470 --> 00:01:16.410 Well needs are things that you pretty much need. 00:01:16.410 --> 00:01:17.970 You need a place to live. 00:01:17.970 --> 00:01:20.370 You probably need some transportation. 00:01:20.370 --> 00:01:22.200 You need to eat. 00:01:22.200 --> 00:01:26.430 So for example, your rent, that would be a need. 00:01:26.430 --> 00:01:28.140 Now, you could debate how much 00:01:28.140 --> 00:01:31.350 of a apartment you might need, but whatever you're paying 00:01:31.350 --> 00:01:33.330 for rent is probably a need. 00:01:33.330 --> 00:01:36.180 Your groceries are a need. 00:01:36.180 --> 00:01:40.170 If you have to pay, for example, insurance or lease 00:01:40.170 --> 00:01:44.661 or you're paying a note on a car, those are all needs. 00:01:44.661 --> 00:01:46.380 Now, what are wants? 00:01:46.380 --> 00:01:48.810 Well these are things that you might like, 00:01:48.810 --> 00:01:52.230 but you don't need them necessarily to survive. 00:01:52.230 --> 00:01:55.350 For example, you need to do groceries to eat 00:01:55.350 --> 00:01:58.920 but you don't need to go to out to eat at a restaurant. 00:01:58.920 --> 00:02:00.390 That would be a want. 00:02:00.390 --> 00:02:02.040 And as we know, it's a lot more expensive to go 00:02:02.040 --> 00:02:03.870 to a restaurant than to get groceries 00:02:03.870 --> 00:02:06.390 at the supermarket and cook for yourself. 00:02:06.390 --> 00:02:08.340 Another want might be you're going 00:02:08.340 --> 00:02:10.860 to a concert or you're going to a movie 00:02:10.860 --> 00:02:14.460 or maybe going on vacation or something like that, 00:02:14.460 --> 00:02:16.830 that would classify as a want. 00:02:16.830 --> 00:02:19.050 And then savings, the number one reason 00:02:19.050 --> 00:02:21.390 why you want it is you want to put some money aside 00:02:21.390 --> 00:02:23.070 for a rainy day. 00:02:23.070 --> 00:02:26.310 You want an emergency fund where if 00:02:26.310 --> 00:02:28.890 for whatever happens you had some medical expenses 00:02:28.890 --> 00:02:31.230 that you didn't expect happening, or maybe you have 00:02:31.230 --> 00:02:33.570 to help out a family member, maybe you have 00:02:33.570 --> 00:02:36.000 to transition your work that you have something 00:02:36.000 --> 00:02:37.110 to live off of. 00:02:37.110 --> 00:02:39.660 You also wanna put some money aside if you're saving 00:02:39.660 --> 00:02:41.340 for a down payment on a house or you're saving 00:02:41.340 --> 00:02:44.430 for some other big purchase or you just wanna save 00:02:44.430 --> 00:02:47.400 for retirement, it's important to put that money aside. 00:02:47.400 --> 00:02:50.790 So think about this 50, 30, 20 rule. 00:02:50.790 --> 00:02:52.260 Honestly, the more that you can put 00:02:52.260 --> 00:02:54.240 on the savings side of that, the better. 00:02:54.240 --> 00:02:56.898 It doesn't have to be only 20% 00:02:56.898 --> 00:02:58.800 but that gives you a nice framework. 00:02:58.800 --> 00:03:01.020 So for every $1,000 maybe you bring in 00:03:01.020 --> 00:03:06.020 after taxes, $500 of that for needs, $300 of that 00:03:06.030 --> 00:03:09.783 for wants, $200 of that for savings.

How do you build a budget?

https://www.youtube.com/watch?v=qQLLDPAEzT0

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https://www.youtube.com/api/timedtext?v=qQLLDPAEzT0&ei=rVWUZbjaDeO8mLAPu4OC6AI&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245277&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=ACC9B55E6EC16F9D868C99B769452FB1ADB3CA74.47417A6EB967919E0B922949F6106DE4897B834D&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.840 --> 00:00:02.790 - [Instructor] In this video, I'm gonna show an example 00:00:02.790 --> 00:00:05.010 of what a budget could look like 00:00:05.010 --> 00:00:07.020 and how you might want to modify that budget 00:00:07.020 --> 00:00:08.220 depending on your goals, 00:00:08.220 --> 00:00:09.870 your wants, your needs, 00:00:09.870 --> 00:00:11.668 and what you wanna save for. 00:00:11.668 --> 00:00:13.860 So I'm going to do it on a spreadsheet, 00:00:13.860 --> 00:00:16.110 but you could do a budget on a piece of paper. 00:00:16.110 --> 00:00:18.240 There's going to be tools that you could find online 00:00:18.240 --> 00:00:21.660 that can also help you set and keep track of a budget. 00:00:21.660 --> 00:00:23.010 But just on the spreadsheet here, 00:00:23.010 --> 00:00:26.520 the first thing I start out with is my after-tax income, 00:00:26.520 --> 00:00:29.340 because that's the actual amount of money that I have 00:00:29.340 --> 00:00:31.140 to spend in a given month. 00:00:31.140 --> 00:00:33.361 And I'm gonna do everything here on a monthly basis. 00:00:33.361 --> 00:00:34.980 So whatever my income was, 00:00:34.980 --> 00:00:37.860 I'm paying for taxes and other things 00:00:37.860 --> 00:00:39.810 that get withheld from my paycheck 00:00:39.810 --> 00:00:42.360 and my after tax is right here at $3,000. 00:00:42.360 --> 00:00:44.310 Now how can you find that out for yourself? 00:00:44.310 --> 00:00:46.154 You could see that in your pay stub. 00:00:46.154 --> 00:00:48.420 You could also look in your bank account. 00:00:48.420 --> 00:00:51.510 If either you're depositing your pay stops or pay stubs, 00:00:51.510 --> 00:00:53.070 or you're getting direct deposit, 00:00:53.070 --> 00:00:55.740 this is the amount that actually is getting deposited 00:00:55.740 --> 00:00:58.276 in your account every month. 00:00:58.276 --> 00:01:00.990 If you're getting paid, let's say twice a month, 00:01:00.990 --> 00:01:03.239 and you'd want to add those two up for the month. 00:01:03.239 --> 00:01:05.139 Now let's think about the needs, 00:01:05.139 --> 00:01:06.630 the wants, and savings. 00:01:06.630 --> 00:01:08.490 Now, as we talk about in the introduction video, 00:01:08.490 --> 00:01:11.670 needs are things that you need that, 00:01:11.670 --> 00:01:13.590 that you know, you need a place to live. 00:01:13.590 --> 00:01:17.940 You need electricity, and water, and heating. 00:01:17.940 --> 00:01:20.670 You probably need some form of transportation. 00:01:20.670 --> 00:01:22.740 You need probably car insurance, 00:01:22.740 --> 00:01:24.090 maybe there's other forms of insurance. 00:01:24.090 --> 00:01:25.102 You need to eat, 00:01:25.102 --> 00:01:27.407 that's where the groceries come into play. 00:01:27.407 --> 00:01:29.634 You probably need to communicate with folks. 00:01:29.634 --> 00:01:32.550 You probably need the internet maybe to do your job 00:01:32.550 --> 00:01:34.749 or just to basically function in some way. 00:01:34.749 --> 00:01:36.328 And so for this budget here, 00:01:36.328 --> 00:01:39.369 I've listed all of the need expenses 00:01:39.369 --> 00:01:44.369 and they total to $1,780 per month. 00:01:45.086 --> 00:01:48.180 Now you already see something interesting going on here. 00:01:48.180 --> 00:01:51.714 If you take 1,780 and divide it by $3,000, 00:01:51.714 --> 00:01:56.361 you get that it is 59% of this $3,000. 00:01:56.361 --> 00:02:01.361 So already we are violating the 50/30/20 rule. 00:02:01.710 --> 00:02:03.227 So we're going to look at that a little bit more, 00:02:03.227 --> 00:02:05.910 but let's just think about where this budget is right now, 00:02:05.910 --> 00:02:07.438 and then we can think about how can we tweak it 00:02:07.438 --> 00:02:12.438 to get closer to the 50/30/20 target. 00:02:12.918 --> 00:02:15.060 Now, this next column here is our wants. 00:02:15.060 --> 00:02:17.430 These are things that are nice to have. 00:02:17.430 --> 00:02:19.470 So for example, you don't have to go 00:02:19.470 --> 00:02:21.150 to a restaurant in order to survive. 00:02:21.150 --> 00:02:22.825 You do have to get groceries. 00:02:22.825 --> 00:02:24.600 Eating out at a restaurant, as we know, 00:02:24.600 --> 00:02:27.625 is more expensive than getting groceries in most cases. 00:02:27.625 --> 00:02:29.670 So we'll put that as a want. 00:02:29.670 --> 00:02:31.560 So $460 of eating out. 00:02:31.560 --> 00:02:32.730 Gym membership. 00:02:32.730 --> 00:02:34.140 These can be very important, 00:02:34.140 --> 00:02:37.260 but you don't have to have to have a gym membership. 00:02:37.260 --> 00:02:38.718 Going out, entertainment, 00:02:38.718 --> 00:02:42.063 this might be your streaming services. 00:02:42.063 --> 00:02:43.680 You know that you don't necessarily 00:02:43.680 --> 00:02:45.000 need to watch these things. 00:02:45.000 --> 00:02:46.650 This is another form of entertainment. 00:02:46.650 --> 00:02:47.700 But some of us, you know, 00:02:47.700 --> 00:02:50.427 we feel like we deserve this type of thing. 00:02:50.427 --> 00:02:52.230 And then I put fancy clothes here 00:02:52.230 --> 00:02:54.750 because you probably do need some clothes, 00:02:54.750 --> 00:02:56.520 but for a lot of us, there might be above 00:02:56.520 --> 00:02:58.980 and beyond fancy clothes or things that we might not 00:02:58.980 --> 00:03:01.470 absolutely need that I listed here. 00:03:01.470 --> 00:03:04.236 And all of that combined is $795. 00:03:04.236 --> 00:03:09.236 And we're actually doing pretty good on the 50/30/20 rule 00:03:09.270 --> 00:03:11.460 right over here, where right now our wants 00:03:11.460 --> 00:03:13.967 are below that 30%. 00:03:13.967 --> 00:03:16.650 And then the savings are just what happened. 00:03:16.650 --> 00:03:20.264 When you take $3,000, subtract 1,780 of needs, 00:03:20.264 --> 00:03:23.100 subtract $795 of wants. 00:03:23.100 --> 00:03:24.960 And that's what we are left with. 00:03:24.960 --> 00:03:27.510 But we see that our savings are not where we want it to be. 00:03:27.510 --> 00:03:29.340 It's not at that 20%. 00:03:29.340 --> 00:03:30.390 And why is that? 00:03:30.390 --> 00:03:34.500 Well, 'cause we're overspending on needs right over here. 00:03:34.500 --> 00:03:37.710 If we really wanted to meet the 50/30/20 rule, 00:03:37.710 --> 00:03:39.060 and this is just a rule of thumb, 00:03:39.060 --> 00:03:40.697 obviously, it doesn't have to be exactly that. 00:03:40.697 --> 00:03:43.598 We would be spending $1,500 on needs, 00:03:43.598 --> 00:03:48.598 $900 on wants, and $600 is what we would have saved. 00:03:49.170 --> 00:03:50.250 So let's say you're this person, 00:03:50.250 --> 00:03:51.083 you're like, okay, 00:03:51.083 --> 00:03:53.812 I really want to get to that 50/30/20 rule. 00:03:53.812 --> 00:03:57.990 Well, maybe I can rent a slightly smaller apartment, 00:03:57.990 --> 00:04:00.330 so maybe I can find another apartment 00:04:00.330 --> 00:04:01.682 that costs a little bit less. 00:04:01.682 --> 00:04:06.682 Maybe I can find a cheaper cell phone plan. 00:04:07.082 --> 00:04:10.040 Or, well, maybe that doesn't get a lot cheaper. 00:04:10.040 --> 00:04:11.575 I'm still not quite there. 00:04:11.575 --> 00:04:15.184 Maybe I could get a cheaper car. 00:04:15.184 --> 00:04:17.185 Maybe I get a used car of some kind. 00:04:17.185 --> 00:04:19.652 So maybe something like that. 00:04:19.652 --> 00:04:22.420 I can economize on my utilities a bit 00:04:23.470 --> 00:04:25.229 and I'm almost there. 00:04:25.229 --> 00:04:27.518 And maybe I don't need the fancier stuff. 00:04:27.518 --> 00:04:29.340 Maybe even while I'm doing my groceries, 00:04:29.340 --> 00:04:32.010 I'm doing a few more wants and needs 00:04:32.010 --> 00:04:33.360 even in that grocery. 00:04:33.360 --> 00:04:36.540 And this, for example, would be a budget 00:04:36.540 --> 00:04:40.170 that definitely gets you closer to that 50/30/20. 00:04:40.170 --> 00:04:42.570 In fact, we're now under budget on needs, 00:04:42.570 --> 00:04:44.220 we're under budget on wants. 00:04:44.220 --> 00:04:45.600 And now because of that, 00:04:45.600 --> 00:04:47.910 we are saving more than that 20%. 00:04:47.910 --> 00:04:49.720 Now, this is not a bad thing, 00:04:49.720 --> 00:04:52.290 as long as you are living in a sustainable way 00:04:52.290 --> 00:04:53.520 and you're getting your needs, 00:04:53.520 --> 00:04:55.650 and we all deserve some of those wants, 00:04:55.650 --> 00:04:58.860 it's good to save even more than that 20%. 00:04:58.860 --> 00:05:00.330 It also shouldn't be a source of stress 00:05:00.330 --> 00:05:02.449 if maybe the numbers are a little bit lower than 00:05:02.449 --> 00:05:04.710 20% in one month or another. 00:05:04.710 --> 00:05:07.212 The important thing is, is that you're thinking about this, 00:05:07.212 --> 00:05:08.869 that you're taking your information, 00:05:08.869 --> 00:05:10.448 for example, from your pay stub. 00:05:10.448 --> 00:05:13.186 You're looking up the information on your bank account 00:05:13.186 --> 00:05:15.480 or your credit card statements to figure out 00:05:15.480 --> 00:05:17.550 all of these payments right over here so 00:05:17.550 --> 00:05:19.532 that you have a good sense of 00:05:19.532 --> 00:05:21.390 how much you're spending on needs, 00:05:21.390 --> 00:05:22.620 how much you're spending on wants, 00:05:22.620 --> 00:05:24.510 and how much you're spending on savings. 00:05:24.510 --> 00:05:27.750 I'll tell you, if you just go through this exercise, 00:05:27.750 --> 00:05:28.908 you'll be surprised. 00:05:28.908 --> 00:05:31.350 I encourage you to think before you do the math 00:05:31.350 --> 00:05:32.970 where you think you're spending your money. 00:05:32.970 --> 00:05:34.311 And then after you do the math, 00:05:34.311 --> 00:05:35.880 see where you're spending the money. 00:05:35.880 --> 00:05:37.845 And that's just gonna make you that much more conscientious 00:05:37.845 --> 00:05:40.493 and give you pretty good clues of how you might want 00:05:40.493 --> 00:05:44.043 to modify your lifestyle in one way or another.

Combining mixtures example

https://www.youtube.com/watch?v=xMADEddxSEo

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https://www.youtube.com/api/timedtext?v=xMADEddxSEo&ei=q1WUZYWgNpidxN8Prq-FEA&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245275&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=905E5B8A4353C1682A91C24029459BB755EE672C.C0500D0B9D3A105DE531C06C989B43610A77AA7B&key=yt8&lang=en&name=Default&fmt=vtt

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WEBVTT Kind: captions Language: en 00:00:00.200 --> 00:00:01.820 - [Instructor] We're told a partially filled tank 00:00:01.820 --> 00:00:03.510 holds 30 liters of gasoline 00:00:03.510 --> 00:00:06.430 with an 18% concentration of ethanol. 00:00:06.430 --> 00:00:08.490 A fuel station is selling gasoline 00:00:08.490 --> 00:00:11.490 with a 25% concentration of ethanol. 00:00:11.490 --> 00:00:14.370 What volume in liters of the fuel station gasoline 00:00:14.370 --> 00:00:17.580 would we need to add to the tank 00:00:17.580 --> 00:00:22.400 to get gasoline with a 20% concentration of ethanol? 00:00:22.400 --> 00:00:25.000 Pause this video and see if you can figure this out. 00:00:25.980 --> 00:00:28.240 All right, now let's work through this together. 00:00:28.240 --> 00:00:30.750 So let's, first of all, just remind ourselves 00:00:30.750 --> 00:00:34.240 how concentration relates to total volume, 00:00:34.240 --> 00:00:36.640 to the volume of the ingredient. 00:00:36.640 --> 00:00:39.170 The way that we calculate concentration 00:00:40.440 --> 00:00:44.840 is that it is equal to the volume of the ingredient, 00:00:44.840 --> 00:00:47.423 which is, in this case, it is ethanol, 00:00:48.270 --> 00:00:52.967 over the total volume, over total volume. 00:00:54.580 --> 00:00:56.080 Now this is already interesting 00:00:56.080 --> 00:00:58.930 because this first sentence tells us a lot. 00:00:58.930 --> 00:01:01.070 It tells us our concentration. 00:01:01.070 --> 00:01:03.440 It tells us our total volume. 00:01:03.440 --> 00:01:05.150 And so if we know two parts of this, 00:01:05.150 --> 00:01:07.430 in theory, we could figure out the third part. 00:01:07.430 --> 00:01:08.460 Let's try that out. 00:01:08.460 --> 00:01:11.800 We know we're dealing with an 18% concentration. 00:01:11.800 --> 00:01:12.790 That's going to be equal to, 00:01:12.790 --> 00:01:14.650 they haven't told us our volume of ingredient. 00:01:14.650 --> 00:01:17.020 We just know that the ingredient is ethanol. 00:01:17.020 --> 00:01:21.090 Volume of ethanol over 00:01:21.090 --> 00:01:24.680 the total volume they have told us, 30 liters. 00:01:24.680 --> 00:01:27.900 So if we multiplied both sides by 30 liters, 00:01:27.900 --> 00:01:31.800 that's going to give us the volume of ethanol, 00:01:31.800 --> 00:01:33.190 'cause those two cancel. 00:01:33.190 --> 00:01:36.080 And what we get is 18% of 30. 00:01:36.080 --> 00:01:38.340 Let's see, 18 times 3 is 54, 00:01:38.340 --> 00:01:42.140 so this is going to be 5.4 liters 00:01:42.140 --> 00:01:45.870 is equal to our volume of ethanol. 00:01:45.870 --> 00:01:48.300 Not only will this, hopefully, make it a little bit clearer, 00:01:48.300 --> 00:01:49.800 how these three relate, 00:01:49.800 --> 00:01:52.650 but this is also likely to be useful information 00:01:52.650 --> 00:01:54.450 for the rest of the problem. 00:01:54.450 --> 00:01:57.180 But now let's go to where we're trying to get to. 00:01:57.180 --> 00:01:59.640 We're trying to find a volume, in liters, 00:01:59.640 --> 00:02:01.870 of the fuel station gasoline we would need 00:02:01.870 --> 00:02:04.030 in order to have this concentration. 00:02:04.030 --> 00:02:06.710 So let's set v equal to that. 00:02:06.710 --> 00:02:11.160 And we're trying to get a 20% concentration. 00:02:11.160 --> 00:02:15.280 So what we could write is our 20% concentration 00:02:15.280 --> 00:02:19.410 is going to be equal to our new volume of ethanol. 00:02:19.410 --> 00:02:21.270 Actually let me write that out. 00:02:21.270 --> 00:02:26.270 So it's gonna be new volume of ethanol 00:02:27.860 --> 00:02:31.540 divided by our new total volume, 00:02:31.540 --> 00:02:36.150 our new total volume. 00:02:36.150 --> 00:02:38.440 Now what's going to be our new total volume? 00:02:38.440 --> 00:02:40.640 We're starting with 30 liters, 00:02:40.640 --> 00:02:43.530 and then we're adding v liters to it. 00:02:43.530 --> 00:02:45.090 So our new total volume 00:02:45.090 --> 00:02:47.830 is going to be the 30 liters we started with 00:02:47.830 --> 00:02:51.140 plus the v liters that we're adding. 00:02:51.140 --> 00:02:53.590 And what's our new volume of ethanol? 00:02:53.590 --> 00:02:55.660 Well it's going to be the ethanol that we started with, 00:02:55.660 --> 00:02:59.490 the 30 liters times 18%, which is 5.4 liters, 00:02:59.490 --> 00:03:03.890 5.4 liters plus the volume of ethanol we're adding. 00:03:03.890 --> 00:03:05.950 Well to figure out the volume of ethanol we're adding, 00:03:05.950 --> 00:03:09.950 we just have to multiply the volume we're adding 00:03:09.950 --> 00:03:11.890 times the concentration of that volume. 00:03:11.890 --> 00:03:14.870 So it's gonna be 25%, 00:03:14.870 --> 00:03:18.150 that's the concentration of the gas that we're adding, 00:03:18.150 --> 00:03:20.663 times V, plus 0.25v. 00:03:23.500 --> 00:03:27.350 And now we have an equation to solve for v. 00:03:27.350 --> 00:03:29.930 And the best thing that I can think to do 00:03:29.930 --> 00:03:32.800 is let's start by multiplying both sides of this 00:03:32.800 --> 00:03:35.320 times 30 plus v. 00:03:35.320 --> 00:03:37.770 I'm also going to multiply this side 00:03:37.770 --> 00:03:41.520 times 30 plus v as well. 00:03:41.520 --> 00:03:43.320 These two characters cancel, 00:03:43.320 --> 00:03:46.650 and we are going to be left with, on the left-hand side, 00:03:46.650 --> 00:03:48.830 this over here, 00:03:48.830 --> 00:03:52.240 20% of that is going to be, if I distribute the 20%, 00:03:52.240 --> 00:03:54.850 20% of 30 is 6, 00:03:56.790 --> 00:03:58.310 and then it's going to be plus, 00:03:58.310 --> 00:04:00.570 I'll write it as a decimal, 0.2v. 00:04:00.570 --> 00:04:04.030 I'm just distributing the 20% over this expression here. 00:04:04.030 --> 00:04:07.170 And then that is going to be equal to, 00:04:07.170 --> 00:04:09.080 on the right-hand side, I just have the numerator here, 00:04:09.080 --> 00:04:12.140 because the 30 plus v cancels with the 30 plus v. 00:04:12.140 --> 00:04:16.547 I have 5.4 plus 0.25v. 00:04:19.180 --> 00:04:20.410 And now, let's see. 00:04:20.410 --> 00:04:23.690 My v coefficient is larger on the right. 00:04:23.690 --> 00:04:26.900 So what I could do is try to subtract the 0.2v 00:04:26.900 --> 00:04:29.980 from both sides, so I isolate the v's on the right. 00:04:29.980 --> 00:04:34.980 So let me do that, so minus 0.2v minus 0.2v, 00:04:37.250 --> 00:04:39.800 and then, actually I'll just do one step at a time. 00:04:40.890 --> 00:04:43.690 So that's going to get me, on the left-hand side, 00:04:43.690 --> 00:04:47.757 6 is equal to 5.4 00:04:49.740 --> 00:04:53.373 plus, if I subtract here, this is 0.05v. 00:04:55.160 --> 00:04:59.193 Now I could subtract 5.4 from both sides. 00:05:00.810 --> 00:05:05.430 And what I'm going to get is 6 is, 00:05:05.430 --> 00:05:07.930 or actually 0.6, I have to be careful, 00:05:07.930 --> 00:05:10.053 is going to be equal to 0.05v. 00:05:12.340 --> 00:05:13.820 And now to solve for v, 00:05:13.820 --> 00:05:18.633 I can just divide both sides by 0.05, 00:05:20.364 --> 00:05:21.197 0.05. 00:05:22.790 --> 00:05:24.470 That's going to get me, this is the same thing. 00:05:24.470 --> 00:05:26.290 as 60 divided by 5. 00:05:26.290 --> 00:05:30.300 It gets me that v is equal to 12 liters. 00:05:30.300 --> 00:05:34.320 And we are done. 00:05:34.320 --> 00:05:38.010 And if you want, you can verify the new concentration. 00:05:38.010 --> 00:05:40.830 When I add 12 liters of this concentration 00:05:40.830 --> 00:05:42.990 to the 30 liters of that concentration, 00:05:42.990 --> 00:05:46.150 you can verify that I now have a 20% concentration 00:05:46.150 --> 00:05:47.353 of ethanol.

Teachers, say hello to Khanmigo from Khan Academy!

https://www.youtube.com/watch?v=M51vnDUsRm4

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WEBVTT Kind: captions Language: en 00:00:00.240 --> 00:00:02.100 - Hi, welcome to Khan Academy. 00:00:02.100 --> 00:00:04.260 I'm Kristen DiCerbo, the Chief Learning Officer, 00:00:04.260 --> 00:00:06.810 and I wanna introduce you to Khanmigo. 00:00:06.810 --> 00:00:09.630 Khanmigo is an empathetic tutor that can help your students 00:00:09.630 --> 00:00:11.010 along their learning journey. 00:00:11.010 --> 00:00:12.750 It can prompt them to ask questions, 00:00:12.750 --> 00:00:14.160 it can answer and help them 00:00:14.160 --> 00:00:15.720 through steps in problem solving, 00:00:15.720 --> 00:00:18.330 and lead them to their own "aha!" moments. 00:00:18.330 --> 00:00:20.970 Khanmigo is also your teacher guide, 00:00:20.970 --> 00:00:24.030 and we have a growing list of activities you can use 00:00:24.030 --> 00:00:27.390 to support your class and your teaching right now. 00:00:27.390 --> 00:00:30.090 From creating lesson hooks, to introduce a topic, 00:00:30.090 --> 00:00:32.820 to warmups, to writing rubrics. 00:00:32.820 --> 00:00:36.150 You can even quickly create a full lesson plan 00:00:36.150 --> 00:00:39.480 right from an exercise article or video page, 00:00:39.480 --> 00:00:41.700 and target it to your students' interests. 00:00:41.700 --> 00:00:43.740 Wonder what your students will see? 00:00:43.740 --> 00:00:47.670 You can check out what it's like to ask answers to exercises 00:00:47.670 --> 00:00:49.290 as one of your students would. 00:00:49.290 --> 00:00:51.720 Spoiler: Khanmigo doesn't just give them the answer, 00:00:51.720 --> 00:00:53.460 it helps them get there on their own. 00:00:53.460 --> 00:00:56.250 We'll give you summaries of your students' conversations, 00:00:56.250 --> 00:00:57.870 so surface any safety issues, 00:00:57.870 --> 00:00:59.460 something we're very focused on. 00:00:59.460 --> 00:01:01.230 Khanmigo will learn more and more 00:01:01.230 --> 00:01:03.420 how to support your class each week, 00:01:03.420 --> 00:01:05.280 and we're also still learning. 00:01:05.280 --> 00:01:08.670 Please give us feedback on how Khanmigo responds, 00:01:08.670 --> 00:01:10.530 and what new things you'd love to see. 00:01:10.530 --> 00:01:13.080 That helps us improve and better support you. 00:01:13.080 --> 00:01:14.730 We can't wait for you to get started. 00:01:14.730 --> 00:01:15.563 Thanks.

Introducing Khanmigo Teacher Mode

https://www.youtube.com/watch?v=c2fK-hxnPSY

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WEBVTT Kind: captions Language: en 00:00:00.420 --> 00:00:04.980 This right over here is an exercise about the  Spanish-American war and AP American history   00:00:04.980 --> 00:00:11.940 on Khan Academy and we start off in student mode  and notice if the student asks for an explanation   00:00:11.940 --> 00:00:15.840 it doesn't just give the answer it does what a  good tutor would do and just try to nudge the   00:00:15.840 --> 00:00:21.300 student in the right direction and also notice  that everything is monitored the teacher can see   00:00:21.300 --> 00:00:27.720 what the student is interacting with as a safety  measure now if we turn student mode off and we   00:00:27.720 --> 00:00:32.520 go into teacher mode we see it's very different  when the teacher asks for an explanation it's like   00:00:32.520 --> 00:00:39.600 having the teacher's guide it will give as you can  see a very detailed explanation and if the teacher   00:00:39.600 --> 00:00:44.820 wants a lesson plan for it well they just need  to ask for it and they will get a very detailed   00:00:44.820 --> 00:00:52.740 lesson plan with objectives and activities and  things to do for homework and then if the teacher   00:00:52.740 --> 00:00:58.200 says all right that's great Khanmigo you said  give a handout or give a reflection for homework   00:00:58.200 --> 00:01:03.420 actually give the reflection assignment and once  again it will construct that for the teacher and   00:01:03.420 --> 00:01:08.340 if a teacher likes they can ask to customize  these lesson plans or these prompts or these   00:01:08.340 --> 00:01:13.380 Reflections as much as they like to make it more  relevant to what their students are doing this   00:01:13.380 --> 00:01:17.460 is something that teachers oftentimes spend  hours a day working on and we hope to save   00:01:17.460 --> 00:01:22.680 them a lot of time and a lot of energy for  their own well-being and for their students

NEW! Khan Academy's AI Tutor, Khanmigo - In Depth Demo

https://www.youtube.com/watch?v=rnIgnS8Susg

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WEBVTT Kind: captions Language: en 00:00:00.660 --> 00:00:07.920 hey everyone Sal here and I wanted to show you an  in-depth demo of the new AI that we have happening   00:00:07.920 --> 00:00:14.040 throughout Khan Academy and what you're going to  see is that it exists in two ways one is helping   00:00:14.040 --> 00:00:18.360 students and Learners and teachers with many  of the things that people already familiar with   00:00:18.360 --> 00:00:23.820 Khan Academy and as we'll see also introducing a  whole new series of activities that you can now   00:00:23.820 --> 00:00:29.280 do with the artificial intelligence so what I see  here what we see here is a classic Khan Academy   00:00:29.280 --> 00:00:35.580 exercise but you notice there's this little bot  here so we could click on that I'm here to help   00:00:35.580 --> 00:00:39.720 you with this exercise here are a few ideas or  things that you can ask me and you could ask   00:00:39.720 --> 00:00:44.580 any of those things but I think what's really  interesting is its ability to be a thoughtful   00:00:44.580 --> 00:00:51.780 tutor so if I just say tell me tell me the  answer exclamation mark I'm very entitled here   00:00:52.680 --> 00:00:56.520 oh I see you're eager to find the answer but  remember I'm here to help you learn how to   00:00:56.520 --> 00:00:59.640 solve it on your own let's start by looking at  the equation what do you think the first step   00:00:59.640 --> 00:01:02.940 should be so notice it's really doing what  you would expect a good tutor to be and let   00:01:02.940 --> 00:01:06.540 me actually do a mistake here so let's do  three minus this is a common mistake when   00:01:06.540 --> 00:01:13.380 Distributing only multiplying it times the  first term minus 18 plus 2m is equal to m   00:01:15.240 --> 00:01:20.760 it says oops it looks like there's a small  mistake when you distributed the negative   00:01:20.760 --> 00:01:25.860 2 inside the parentheses I put an upside down  smiley face make sure you distribute the negative   00:01:25.860 --> 00:01:29.880 2 to both terms in the parentheses the correct  distribution would be this try again let me know   00:01:30.480 --> 00:01:39.300 if you need help you got this and then if I  were to write 3 minus 18 minus 4M is equal to m   00:01:40.320 --> 00:01:45.000 great job you distributed the negative 2 correctly  this time now you have the following what do you   00:01:45.000 --> 00:01:50.520 think the next step should be to solve for M so as  you can tell this is really doing what we think a   00:01:50.520 --> 00:01:55.980 really thoughtful tutor would do and this doesn't  just work in math this works across all subjects   00:01:55.980 --> 00:02:01.440 that Khan Academy has now it's not just exercises  this is going to sound like an infomercial I'm   00:02:01.440 --> 00:02:07.680 going to keep saying and there's more you could do  with this with videos this is just a classic Khan   00:02:07.680 --> 00:02:14.280 Academy video that hopefully many of y'all are  familiar with you can do fun things like write   00:02:14.280 --> 00:02:21.660 a poem about this video and so notice in both the  previous example where it uh it where I got help   00:02:21.660 --> 00:02:25.260 with the problem it already had the context of  the problem it knows what I'm already doing on   00:02:25.260 --> 00:02:30.540 Khan Academy likewise here it already knows about  the video it's able to understand what's actually   00:02:30.540 --> 00:02:35.280 in the contents of the video it wrote a very nice  poem here in the land of math where equations play   00:02:35.280 --> 00:02:42.300 a problem arose one sunny day negative nine minus  9x minus six a challenge to solve a puzzle to fix   00:02:42.300 --> 00:02:46.680 on the other hand that's actually as you can see  here that's actually the actual problem that is in   00:02:46.680 --> 00:02:53.700 this video on the other side 3 times 4X plus 6 we  must simplify with our math tricks distribute we   00:02:53.700 --> 00:02:59.100 must and combine like terms too to find the value  of x that's what we will do and it keeps going on   00:02:59.100 --> 00:03:06.480 so that's fun but there's other things you could  do you could say why do I need to learn this 00:03:11.640 --> 00:03:16.080 and it asks what are your interests or  goals knowing that will help me explain   00:03:16.080 --> 00:03:25.800 how this math concept might be relevant to  you say I really love I don't know soccer 00:03:28.980 --> 00:03:35.340 see what it says great in soccer math can  be quite useful especially when analyzing   00:03:35.340 --> 00:03:39.420 player performance game statistics and team  strategies understanding equations like the one   00:03:39.420 --> 00:03:43.440 in the video can help you grasp more advanced  math concepts which can be applied to soccer   00:03:43.440 --> 00:03:47.880 analytics predicting player movements and even  optimizing training routines so learning this is   00:03:47.880 --> 00:03:53.400 this math concept can enhance your understanding  and appreciation of the beautiful game and gotta   00:03:53.400 --> 00:03:57.840 love the Emojis is doing here so this is  once again across all the videos all the   00:03:57.840 --> 00:04:02.640 Articles all the exercises on Khan Academy you can  either you can even do things like this quiz me   00:04:03.840 --> 00:04:09.060 and obviously Khan Academy already has a lot of  exercises but here we can just do more and this   00:04:09.060 --> 00:04:15.960 is directly related to uh what's going on in the  video but now you know we've just shown how the AI   00:04:15.960 --> 00:04:21.120 can be helpful with things that people are already  used to doing on Khan Academy I'll now show how it   00:04:21.120 --> 00:04:27.600 can be useful for introducing a whole new series  of activities that uh some of which I think would   00:04:27.600 --> 00:04:32.520 have looked like science fiction even a few months  ago so I'm logged in right now as a teacher and   00:04:32.520 --> 00:04:37.320 you can see a couple of interesting things here  you can see activities for teachers and you can   00:04:37.320 --> 00:04:43.320 also see activities for Learners and we already  have a bunch and we're going to be adding more in   00:04:43.320 --> 00:04:47.340 the weeks and months to come but one really  interesting thing and this is an important   00:04:47.340 --> 00:04:52.800 safety is you see it says this conversation  is recorded and viewable by your teacher   00:04:52.800 --> 00:04:57.540 and we're doing that and if there's a parent  attached to this account it'll say recorded   00:04:57.540 --> 00:05:01.800 and viewable by your teacher and your parent or  or your parent and the whole point of that is we   00:05:01.800 --> 00:05:06.420 know that the that artificial intelligence large  language models has a lot of power and it can be a   00:05:06.420 --> 00:05:10.200 really powerful learning tool as I'm about to show  you but we also want to make sure that there's   00:05:10.200 --> 00:05:15.720 proper guard rails we've put a lot of guard  rails into the actual tool we're also being very   00:05:15.720 --> 00:05:21.540 careful where we're not passing any personally  identifiable information to the actual artificial   00:05:21.540 --> 00:05:28.380 intelligence we are also not using student data  to train it so parents teachers students can rest   00:05:28.380 --> 00:05:33.360 assured that this is as safe of an environment  as we can create we're also putting guard rails   00:05:33.360 --> 00:05:39.300 around the activities so that students can only  use it to learn and not use it to to cheat but   00:05:39.300 --> 00:05:43.680 uh before so as I said parents and teachers  can see everything that students are up to and   00:05:43.680 --> 00:05:47.820 if students try to do something that's a little  bit off might be harmful to themselves or others   00:05:48.480 --> 00:05:54.840 parents and teachers will be notified but just  to get a sense of the types of activities we can   00:05:54.840 --> 00:05:58.800 engage in you have this tutor me activity  which is actually very similar to what we   00:05:58.800 --> 00:06:03.000 did in that exercise but here you can get  tutored on pretty much any any subject you   00:06:03.000 --> 00:06:12.540 want in math or science or the humanities uh  we could say I want to understand entropy more 00:06:15.060 --> 00:06:19.380 ah entropy a fascinating Concept in B indeed to  better understand your current knowledge can you   00:06:19.380 --> 00:06:22.440 tell me what you already know about entropy or  what specific aspect you'd like to explore so we   00:06:22.440 --> 00:06:27.900 can continue to have a conversation and it acts  like a really good tutor uh this is a fun one   00:06:27.900 --> 00:06:31.920 called ignite your curiosity we could pick from  one of these subjects here or you can even put   00:06:31.920 --> 00:06:36.240 another approach as long as it's appropriate it  won't let you go to any inappropriate uh topics   00:06:36.240 --> 00:06:42.540 hopefully um but let's say you say I want  to explore I want to explore world history 00:06:44.940 --> 00:06:50.160 and this is a kind of a way of jumping into the  rabbit hole where it gives you some interesting   00:06:50.160 --> 00:06:54.840 questions but you can ask your own questions  at any time as well but says Ah world history a   00:06:54.840 --> 00:07:00.780 tapestry of tales woven together through time and  I love the Emojis let's dive into some tantalizing   00:07:00.780 --> 00:07:04.860 questions and so we can pick or we could ask  our own what was the real purpose behind the   00:07:04.860 --> 00:07:11.100 construction of the Great Wall of China how did  the Silk Road impact the world etc etc I I don't   00:07:11.100 --> 00:07:15.240 know I'm kind of curious about that first one the  real purpose of the construction of the Great Wall   00:07:15.240 --> 00:07:21.480 of China ah the Great Wall of China a magnificent  Marvel stretching over 13 000 miles the primary   00:07:21.480 --> 00:07:25.560 purpose of the Great Wall was to protect China  from Invasion by nomadic times particularly the   00:07:25.560 --> 00:07:30.240 Mongols it also helped as a symbol of power and  unity showcasing the strength of the Chinese   00:07:30.240 --> 00:07:37.680 Empire so we can keep asking more questions  I could also say why couldn't the Mongols 00:07:40.020 --> 00:07:47.220 just go over or around the  wall we put the wall in capital 00:07:50.400 --> 00:07:54.600 uh excellent question while the Great Wall  was an imposing structure it wasn't entirely   00:07:54.600 --> 00:07:59.100 impenetrable in fact the Mongols did manage to  breach the wall on several occasions however   00:07:59.100 --> 00:08:03.600 the wall still served a significant deterrent  and made envisions more and more difficult so   00:08:03.600 --> 00:08:09.660 this is just a fun way to really dive deep and  I gotta say again I love I love the Emojis now   00:08:09.660 --> 00:08:15.420 beyond that we have practice in pretty much any  subject that a student might want let's say we   00:08:15.420 --> 00:08:20.460 wanted to prepare for a trivia night but you could  really put almost anything here that's reasonable   00:08:21.060 --> 00:08:26.160 and so it asked you questions in which country  would you find the Great Pyramid of Giza of course   00:08:26.160 --> 00:08:31.260 of course going to be Egypt and so great  it matches what's the largest planet of   00:08:31.260 --> 00:08:34.800 solar system you could keep going but it  also maybe more importantly has many many   00:08:34.800 --> 00:08:38.160 different academic subjects in elementary  school middle school I could go through each   00:08:38.160 --> 00:08:46.200 of these both Humanities and stem subjects  middle school high school we have every AP   00:08:46.200 --> 00:08:52.260 course here for example I could click on  I don't know let's click on US government 00:08:54.300 --> 00:08:58.980 awesome Choice here are 10 top 10 subtopics  in AP US Government that you might want to   00:08:58.980 --> 00:09:03.240 be quizzed on so what do we want to do we  could do all of the above I don't know let's   00:09:03.240 --> 00:09:08.640 do foundations of American democracy and once  again it is doing quizzing it's going to quiz   00:09:08.640 --> 00:09:12.900 me as much as I want and help evaluate me but  I can also ask questions about whenever I want   00:09:13.680 --> 00:09:17.580 so the first question what are the key  principles of John Locke's political   00:09:17.580 --> 00:09:22.800 philosophy that influenced the founding fathers  when drafting the US Constitution don't worry if   00:09:22.800 --> 00:09:26.400 you're not sure I can always give hints or  explain things so let's say give me a hint 00:09:30.420 --> 00:09:33.240 so it's centered around the idea of  natural rights and social contract   00:09:33.240 --> 00:09:37.920 think about three fundamental rights you  believed all individuals had and how the   00:09:37.920 --> 00:09:45.240 government's role is to protect these rights  so let's say the right to the right to property   00:09:46.320 --> 00:09:51.840 and to be happy I'm intentionally  not giving it the perfect answer 00:09:54.960 --> 00:09:59.400 so it says so it gives its take you know you are  on the right track with the right to property and   00:09:59.400 --> 00:10:04.020 happiness the key principles are life liberty  and property which are similar to the phrase   00:10:04.020 --> 00:10:08.760 life liberty and the pursuit of happiness found  in the Declaration of Independence great effort   00:10:08.760 --> 00:10:15.960 and you could keep going what is the main purpose  of the Federalists to argue for a stronger Central   00:10:16.920 --> 00:10:17.640 government 00:10:20.400 --> 00:10:22.620 than what we're in the article  well I'll just write it that way 00:10:26.220 --> 00:10:30.660 you got it right the Federalist Papers were indeed  written to argue for a stronger central government   00:10:30.660 --> 00:10:34.920 so you can quiz yourself as much as you want  on any of these topics I think this will be   00:10:34.920 --> 00:10:40.620 particularly uh useful honestly for any student  who's looking to study across subjects stem and   00:10:40.620 --> 00:10:46.080 Humanities especially a lot of students preparing  for AP going well into college and Beyond and if   00:10:46.080 --> 00:10:49.500 you don't see something that you have here if  you're taking more specialized course you could   00:10:49.500 --> 00:10:54.600 just type it in over here we have these  activities where students can debate the   00:10:54.600 --> 00:10:59.640 AI or debate Khanmigo or vice versa these are  Elementary School topics like are zoos helpful   00:10:59.640 --> 00:11:04.140 or harmful to animals you have Middle School  topics like are cell phones helpful or harmful   00:11:04.140 --> 00:11:10.380 in classrooms high school and Beyond topics and  we've populated a bunch of them like should the   00:11:10.380 --> 00:11:13.500 student government cancel student debt well  artificial intelligence help or hurt the job   00:11:13.500 --> 00:11:18.720 market what you can do is you can take one side  of the issue so let's say let's debate whether   00:11:18.720 --> 00:11:23.040 the government should cancel student debt and  I'm just this is you know don't don't send me   00:11:23.040 --> 00:11:27.360 mail I'm just taking one point of view to  fine-tune the arguments on either side I   00:11:27.360 --> 00:11:34.860 will not tell you my actual opinion but let's  say I'm against I'm against canceling the debt 00:11:37.260 --> 00:11:40.620 all right you're against canceling student  debt please go ahead and present your argument   00:11:40.620 --> 00:11:47.760 and I'll be ready to counter and present my side  let the debate begin and so we can say canceling 00:11:49.920 --> 00:11:57.240 doesn't solve the underlying  issue of expensive College   00:11:58.920 --> 00:12:13.140 you cancel for one group and and the next  generation will still accumulate debt let's   00:12:13.140 --> 00:12:23.940 see what else could I say oh I could I could  say this is also an insult to those who worked   00:12:25.680 --> 00:12:42.660 hard to pay their debt and is a a dis incentive  for others to pay hoping it will be canceled 00:12:44.760 --> 00:12:51.960 the real solution is to make College cheaper 00:12:54.960 --> 00:12:59.520 and let's see what it responds ah well constructed  argument I see your point about canceling student   00:12:59.520 --> 00:13:03.540 debt not addressing the root cause of expensive  college education and I understand how it might   00:13:03.540 --> 00:13:07.200 seem unfair to those who have already paid off  their debts however allow me to present the other   00:13:07.200 --> 00:13:11.100 side of the coin canceling student debt even if  it doesn't solve the owner and you could see it   00:13:11.100 --> 00:13:14.700 keeps going on and on you can spend hours with  this thing and this is just one of the many many   00:13:14.700 --> 00:13:22.320 many things you can debate we can chat with  a historical figure for example let's talk to   00:13:23.220 --> 00:13:32.220 I don't know let's talk to [Music] um let  me talk to let me talk to George Washington   00:13:34.200 --> 00:13:37.620 uh it is an honor to be summoned as the first  president United States George Washington I am   00:13:37.620 --> 00:13:41.400 here to share my experiences and answer your  questions as long as they pertain to my time   00:13:41.400 --> 00:13:46.020 and context what inquiry do you have for me  my dear fellow and do tell me what interests   00:13:46.020 --> 00:13:56.820 you most about my life or the era in which I  lived have you ever been unsure of yourself 00:13:59.340 --> 00:14:03.360 indeed there were moments in my life when I  experienced uncertainty and doubt leading the   00:14:03.360 --> 00:14:07.140 Continental Army during the American Revolution  was a great responsibility and I often found   00:14:07.140 --> 00:14:12.000 myself questioning my decisions however I firmly  believed it was the cause for it was I firmly   00:14:12.000 --> 00:14:15.720 believed in the cause for which we fought and I  endeavored to learn from my mistakes and adopt   00:14:15.720 --> 00:14:20.160 my strategies accordingly so obviously we could go  on and ask all sorts of things and of course this   00:14:20.160 --> 00:14:27.720 is a simulation it's you know to treat it as it is  but there's a lot that we can we can be doing here   00:14:28.680 --> 00:14:34.560 literary characters uh there are some here I  could say well you know I like unless I would   00:14:34.560 --> 00:14:39.480 love to meet Zeus ah mortal I am Zeus  the king of the Gods and ruler of Mount   00:14:39.480 --> 00:14:45.660 Olympus I preside over the sky and thunder and  uphold Justice and law what does thou wish to   00:14:45.660 --> 00:14:53.640 know or discuss with me the Mighty Zeus and  what questions what are your insecurities 00:14:55.920 --> 00:15:01.800 I've always wanted to know this uh as Zeus the  supreme ruler of the Gods I am not one to dwell   00:15:01.800 --> 00:15:06.300 on insecurities however I faced many challenges  in maintaining my rule and ensuring the Loyalty   00:15:06.300 --> 00:15:10.260 of my fellow gods and goddesses there have been  times when my authority has been questioned and   00:15:10.260 --> 00:15:15.120 I've had to assert my power to maintain order  now mortal tell me about a challenge you have   00:15:15.120 --> 00:15:21.300 faced in your life and how you overcame it so  it's nicely driving the conversation but there   00:15:21.300 --> 00:15:27.660 is more this is essentially a college coach that  you could talk to about navigating financial aid   00:15:27.660 --> 00:15:35.340 how you can pick Majors etc etc also a lot of  fun this is a fun activity that helps combine   00:15:35.340 --> 00:15:41.400 reading comprehension and vocabulary and get  a little fact knowledge there so it says you   00:15:41.400 --> 00:15:44.400 know let me know what grade level you're  in I don't know let me say I'm sixth grader   00:15:45.480 --> 00:15:53.580 it's going to give me 10 vocabulary words it would  be useful for a sixth grader to know and then it's   00:15:53.580 --> 00:15:57.720 going to use them it's going to construct passages  and we I can pick what I want the story to be   00:15:57.720 --> 00:16:04.680 around so let's say let's make it about um the  Mysterious Island a journey through space and time 00:16:06.780 --> 00:16:10.980 all right so what it's doing now is it's  using those vocabulary words one paragraph   00:16:10.980 --> 00:16:17.220 at a time and I need to identify which of  those usages were was incorrect so once   00:16:17.220 --> 00:16:22.080 upon a time a group of apprehensive explorers  set sail on a daring adventure to find well   00:16:22.080 --> 00:16:27.600 apprehensive doesn't sound right that's not what  an Explorer would be so I'll write apprehensive   00:16:28.620 --> 00:16:37.500 is wrong should be something  like Brave or Intrepid 00:16:40.680 --> 00:16:41.340 whoops 00:16:44.460 --> 00:16:48.300 you got it apprehensive doesn't fit the context  and braver Intrepid would be a better choice   00:16:48.300 --> 00:16:52.560 great job and so and then it keeps building on  that story about the explorers and it's actually   00:16:52.560 --> 00:16:56.880 giving me some content knowledge while we're  doing it this craft a story it's essentially   00:16:56.880 --> 00:17:02.640 it helps develop characters and then it trades  off it's an activity that many of y'all might   00:17:02.640 --> 00:17:06.000 have seen maybe you've done it with kids or  you've done it with your parents where you   00:17:06.000 --> 00:17:09.300 write a paragraph then it writes a paragraph  then you write a paragraph then it writes a   00:17:09.300 --> 00:17:15.540 paragraph and you work with the bot to create  a story and we really you know this is really   00:17:15.540 --> 00:17:19.740 important to us that we're all about learning and  not about cheating so this isn't about hey just   00:17:19.740 --> 00:17:24.420 do the essay for me it's about let's do something  creative together now I promised that it wouldn't   00:17:24.420 --> 00:17:30.000 just be for students it's also for teachers they  can develop parts of a lesson like a lesson hook   00:17:30.000 --> 00:17:36.180 or exit tickets or entire lesson plans altogether  so ask me what grade I'm teaching let's say I'm   00:17:36.180 --> 00:17:44.880 teaching ninth grade I want to teach I'm going  to teach the causes of the Civil of the civil War 00:17:47.940 --> 00:17:51.600 oh the cause of the Civil War what a fascinating  thought-provoking topic for ninth graders anyway   00:17:51.600 --> 00:17:55.140 would you like me to create a rough draft of  the lesson plan or do you want to provide more   00:17:55.140 --> 00:17:59.400 information to customize it further so you can and  you could say whether you want to be Project based   00:17:59.400 --> 00:18:03.060 or Hands-On or whether you want to facilitate a  conversation they'll go into all of the details   00:18:03.060 --> 00:18:07.560 of what makes a great lesson plan but just for the  sake of this demo I'm just going to say give me a   00:18:07.560 --> 00:18:13.500 rough draft just see what it what it can produce  on this and what's interesting is it is producing   00:18:13.500 --> 00:18:17.400 a full complete lesson plan that I can take with  9th graders that would be appropriate for them   00:18:17.400 --> 00:18:25.260 and it it it produces it and I can then tweak it  if I want them to make it more exciting or make   00:18:25.260 --> 00:18:31.200 it more Hands-On or change the assessment um or  or I could I could answer more of its questions   00:18:31.200 --> 00:18:37.320 however however wants and you know it's just fun  to see like you know even like some of the hooks   00:18:37.320 --> 00:18:42.120 and things it creates begin with a quick pull do  you think the Civil War was a was inevitable why   00:18:42.120 --> 00:18:45.840 or why not and encourage students to share their  thoughts briefly and you could ask for a different   00:18:45.840 --> 00:18:51.660 type of hook and we even have a lesson hook um  actual activity here this refreshed my knowledge   00:18:51.660 --> 00:18:58.320 is forced a teacher uh if hey you know I teach the  Civil War every year but right before I teach it   00:18:58.320 --> 00:19:03.060 it's nice to be able to at least make sure that  I have I have a decent handle or I remember all   00:19:03.060 --> 00:19:12.300 of the details so let's say I had that lesson  ninth grade ninth grade causes of the Civil War 00:19:15.180 --> 00:19:19.620 so quizzing on the topic learning through  conversation let's say I'm quiz quiz me on the   00:19:19.620 --> 00:19:26.460 topic so here's like the major the major things  first concept economic and social difference   00:19:26.460 --> 00:19:29.460 between the North South can you explain the key  differences between the North and South that   00:19:29.460 --> 00:19:43.980 contributed to tensions North was more Industrial  and didn't have slavery South was agricultural 00:19:46.440 --> 00:19:53.760 and was dependent on slavery to some degree 00:19:56.640 --> 00:20:00.840 that's correct so this is a way I as a  teacher can just make sure that okay and   00:20:00.840 --> 00:20:05.520 this works not just in the humanities you  could it could be in the Sciences whatever   00:20:05.520 --> 00:20:09.660 you're about to teach you can get the lesson  plan get your hook refresh your knowledge   00:20:10.440 --> 00:20:14.160 um and then there's even a couple of fun things  here you can kind of just put stuff about your   00:20:14.160 --> 00:20:18.900 classroom here and it can kind of create a fun  poem for what everyone did together and as much   00:20:18.900 --> 00:20:23.160 as you already see here and I haven't even gone  through all of all of these activities and I   00:20:23.160 --> 00:20:26.400 obviously haven't shown you all the other stuff  on Khan Academy and the related links and how it   00:20:26.400 --> 00:20:31.020 can connect what you're doing here to the other  things on Khan Academy we hope to we're already   00:20:31.020 --> 00:20:37.020 testing this with teachers and co-designing it  with teachers and Educators working with students   00:20:37.860 --> 00:20:42.660 um and this is all right now going to be behind  con Labs we're creating a waiting list for any   00:20:42.660 --> 00:20:46.920 of y'all who want to be part of it we are going  to prioritize donors because we do need to fund   00:20:46.920 --> 00:20:51.780 the research and development of this but over  the coming months we hope to roll this out to   00:20:51.780 --> 00:20:57.060 more and more folks with a priority for schools  in the uh that are already part of the Khan   00:20:57.060 --> 00:21:02.220 Academy District offering and we also hope to  release more and more activities for teachers   00:21:02.220 --> 00:21:10.020 parents and students hopefully on even a weekly  basis um in the in the months to come so uh I   00:21:10.020 --> 00:21:16.080 look forward to for all of you all getting a  chance to uh to Play and Learn with Khanmigo

Help all students reach their SAT goals with a Khan Academy district partnership

https://www.youtube.com/watch?v=NNiKZUqcZ5Y

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WEBVTT Kind: captions Language: en 00:00:00.420 --> 00:00:01.440 - What'd you get on the math part? 00:00:01.440 --> 00:00:02.340 - 430. 00:00:02.340 --> 00:00:04.110 - What did you think you needed? 00:00:04.110 --> 00:00:04.943 - I don't know. 00:00:04.943 --> 00:00:06.600 My teacher told me 420. 00:00:06.600 --> 00:00:08.777 Really? Oh, my gosh, stop. 00:00:08.777 --> 00:00:09.870 (people chuckling) 00:00:09.870 --> 00:00:13.597 Really? - Congrats. Yes, you did it. 00:00:13.597 --> 00:00:14.430 - I'm so sorry. 00:00:14.430 --> 00:00:15.263 - You did it. 00:00:15.263 --> 00:00:16.920 It's a big weight lifted off your shoulders. 00:00:16.920 --> 00:00:18.150 It's been happening all day. 00:00:18.150 --> 00:00:20.223 - I'm graduating. (laughs) 00:00:20.223 --> 00:00:21.660 - The difference that Khan Academy has made 00:00:21.660 --> 00:00:24.960 for my students is giving them real adaptive results 00:00:24.960 --> 00:00:28.110 that change the trajectory that that student is on, 00:00:28.110 --> 00:00:29.640 and they can actually see an outcome 00:00:29.640 --> 00:00:32.250 as far as a change in their SAT score. 00:00:32.250 --> 00:00:34.920 - We had students who, by using Kahn 00:00:34.920 --> 00:00:37.320 they were able to make their graduation requirements. 00:00:37.320 --> 00:00:41.070 Seeing student success really is what propelled us 00:00:41.070 --> 00:00:43.710 that this is the way we needed to go in our district. 00:00:43.710 --> 00:00:46.410 - The benefit that Khan Academy brings to our district here 00:00:46.410 --> 00:00:48.690 in Osceola County is that it allows 00:00:48.690 --> 00:00:52.110 all of our students to have an equal opportunity 00:00:52.110 --> 00:00:54.240 to be ready for the SAT. 00:00:54.240 --> 00:00:57.900 We have proven results with the use of Khan Academy. 00:00:57.900 --> 00:00:59.730 We know that when students score 00:00:59.730 --> 00:01:02.580 as high as they possibly can on the SAT 00:01:02.580 --> 00:01:04.110 that it opens doors for them. 00:01:04.110 --> 00:01:06.960 - My last score of SAT was 410 00:01:06.960 --> 00:01:08.760 and that was like one question 00:01:08.760 --> 00:01:11.370 but like behind from passing the test 00:01:11.370 --> 00:01:15.660 and now I got a 430 and I am able to graduate. 00:01:15.660 --> 00:01:18.420 - So I took the SAT twice, junior year and senior year. 00:01:18.420 --> 00:01:19.740 When I took it in junior year 00:01:19.740 --> 00:01:22.020 I hadn't used Khan Academy just yet 00:01:22.020 --> 00:01:24.000 and in senior year when I took it again 00:01:24.000 --> 00:01:25.860 I actually was using Khan Academy over the summer. 00:01:25.860 --> 00:01:28.200 My points increased by about 120, 130. 00:01:28.200 --> 00:01:31.410 - The students who have done really well with Khan Academy 00:01:31.410 --> 00:01:33.900 are our emergent bilingual students. 00:01:33.900 --> 00:01:36.330 When they're trying to get this concordance score 00:01:36.330 --> 00:01:40.320 on the SAT or ACT, I see them jump so far. 00:01:40.320 --> 00:01:42.270 - Since English is not my first language 00:01:42.270 --> 00:01:44.730 it actually helped me how to learn the language, 00:01:44.730 --> 00:01:46.800 how to read and write. 00:01:46.800 --> 00:01:48.570 For example, questions with semi colons, 00:01:48.570 --> 00:01:50.790 I know how to do them because of Khan Academy. 00:01:50.790 --> 00:01:52.590 - So I think that was a lot of buy-in 00:01:52.590 --> 00:01:54.990 as far as from the student side with using Khan Academy 00:01:54.990 --> 00:01:56.107 because they were seeing like, 00:01:56.107 --> 00:01:57.945 "Oh, it's right," or, "Oh, it works." 00:01:57.945 --> 00:02:01.332 (Mia speaking Spanish) 00:02:01.332 --> 00:02:03.238 (Ma speaking Spanish) 00:02:03.238 --> 00:02:05.555 (Mia speaking Spanish) 00:02:05.555 --> 00:02:06.480 (Ma speaking Spanish) 00:02:06.480 --> 00:02:07.944 - Yeah. 00:02:07.944 --> 00:02:10.740 (Ma speaking Spanish) 00:02:10.740 --> 00:02:13.800 - Khan Academy is a guaranteed way 00:02:13.800 --> 00:02:16.650 to increase student achievement as relates to SAT. 00:02:16.650 --> 00:02:19.740 - Everything I practiced on Kahn was on the test. 00:02:19.740 --> 00:02:21.360 Thank you Khan Academy, you guys, 00:02:21.360 --> 00:02:24.570 for providing the tools that I needed to pass. 00:02:24.570 --> 00:02:26.130 I really appreciate it. 00:02:26.130 --> 00:02:27.679 I'm super, super happy. 00:02:27.679 --> 00:02:30.346 (bright music)

Khan Academy Districts Overview

https://www.youtube.com/watch?v=lfoYIiQ0Goo

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en

WEBVTT Kind: captions Language: en 00:00:00.206 --> 00:00:02.873 (upbeat music) 00:00:04.140 --> 00:00:05.880 - The benefit that Khan Academy brings 00:00:05.880 --> 00:00:07.350 to our school district, 00:00:07.350 --> 00:00:09.690 is being able to provide a platform 00:00:09.690 --> 00:00:14.220 that provides individualized, practice, study skill, 00:00:14.220 --> 00:00:15.930 and the ability for students 00:00:15.930 --> 00:00:18.570 to increase their knowledge proficiency. 00:00:18.570 --> 00:00:22.290 - The support that Khan Academy provides us is one-on-one 00:00:22.290 --> 00:00:23.940 and tailored to our district. 00:00:23.940 --> 00:00:27.390 They're extremely understanding of our scenario 00:00:27.390 --> 00:00:30.510 and what we are looking to gain from the platform. 00:00:30.510 --> 00:00:32.340 - [Sal] With the Khan Academy Districts partnership, 00:00:32.340 --> 00:00:35.340 we take our highly efficacious and trusted content. 00:00:35.340 --> 00:00:38.280 - The content in Khan Academy lines up so well 00:00:38.280 --> 00:00:39.630 with our course curriculum 00:00:39.630 --> 00:00:41.220 when we dig for specific subjects. 00:00:41.220 --> 00:00:42.810 It's something that is wanted 00:00:42.810 --> 00:00:45.120 that a lot of teachers already believe in. 00:00:45.120 --> 00:00:46.200 - We've seen the data, 00:00:46.200 --> 00:00:49.020 we've seen that it works with our students. 00:00:49.020 --> 00:00:51.540 Our growth in our SAT has been proven. 00:00:51.540 --> 00:00:53.400 - [Sal] And we supercharge your classroom 00:00:53.400 --> 00:00:55.860 with student to admin level reporting 00:00:55.860 --> 00:00:57.720 to give you data-driven insight 00:00:57.720 --> 00:00:59.190 into the needs of your students. 00:00:59.190 --> 00:01:01.980 - I really do like how the data was very easy. 00:01:01.980 --> 00:01:03.750 The reports are very easy, 00:01:03.750 --> 00:01:05.310 and it was easy for our teachers 00:01:05.310 --> 00:01:06.810 to be able to read those 00:01:06.810 --> 00:01:08.850 and to be able to guide their lessons as well. 00:01:08.850 --> 00:01:10.110 - Everything's a one-stop shop, 00:01:10.110 --> 00:01:11.940 so that helps a lot to speed up the process 00:01:11.940 --> 00:01:13.080 and to get them on the platform, 00:01:13.080 --> 00:01:14.310 which is where we want them to be 00:01:14.310 --> 00:01:15.540 for the learning to take place. 00:01:15.540 --> 00:01:17.880 - [Sal] Whether your district is large or small, 00:01:17.880 --> 00:01:19.800 our expert team of educators 00:01:19.800 --> 00:01:21.900 are here to support your entire district. 00:01:21.900 --> 00:01:23.460 You'll get a support team committed 00:01:23.460 --> 00:01:26.370 to empowering district leaders, site leaders, 00:01:26.370 --> 00:01:28.320 coaches, and teachers, 00:01:28.320 --> 00:01:31.320 so each student can master grade level skills, 00:01:31.320 --> 00:01:33.390 and address their unique learning gaps. 00:01:33.390 --> 00:01:35.400 - Khan Academy really listens to you 00:01:35.400 --> 00:01:38.130 to find out what are your professional development needs, 00:01:38.130 --> 00:01:40.547 and how can we best tailor our professional development 00:01:40.547 --> 00:01:42.300 to the needs of your district. 00:01:42.300 --> 00:01:44.160 - Guidance along the way, 00:01:44.160 --> 00:01:46.830 we never felt that we were in this process alone. 00:01:46.830 --> 00:01:48.150 - It takes a lot off of me, 00:01:48.150 --> 00:01:51.360 and now we can go in, start the lessons. 00:01:51.360 --> 00:01:53.790 The teachers can go in and start looking at those skills 00:01:53.790 --> 00:01:56.070 that they need to prepare their lessons for 00:01:56.070 --> 00:01:57.330 through Khan Academy, 00:01:57.330 --> 00:01:59.700 and then we're using it as part of our intervention. 00:01:59.700 --> 00:02:01.710 - If you use Khan Academy, 00:02:01.710 --> 00:02:04.080 you will see success 00:02:04.080 --> 00:02:06.480 and that is not an anomaly for us. 00:02:06.480 --> 00:02:09.120 We saw it time and time again. 00:02:09.120 --> 00:02:12.270 - I'm Sal Khan and I founded Khan Academy many years ago 00:02:12.270 --> 00:02:14.310 as a not-for-profit organization, 00:02:14.310 --> 00:02:16.110 because I always wanted to ensure 00:02:16.110 --> 00:02:18.780 that we put impact for your learners 00:02:18.780 --> 00:02:21.000 above any notion of profit. 00:02:21.000 --> 00:02:23.700 Khan Academy is the most used platform 00:02:23.700 --> 00:02:25.410 in the country, and actually the world, 00:02:25.410 --> 00:02:27.480 to address unfinished learning. 00:02:27.480 --> 00:02:29.160 We're going to work with you 00:02:29.160 --> 00:02:32.580 to accelerate your learners at grade level 00:02:32.580 --> 00:02:34.500 and give you and your teachers 00:02:34.500 --> 00:02:37.710 the data that they need to support that learning. 00:02:37.710 --> 00:02:38.760 To learn more about 00:02:38.760 --> 00:02:40.890 how a Khan Academy Districts partnership 00:02:40.890 --> 00:02:42.090 can provide your district 00:02:42.090 --> 00:02:43.860 with the personalized support you need, 00:02:43.860 --> 00:02:46.348 connect with our districts team today. 00:02:46.348 --> 00:02:49.015 (bright music)

US Government and Civics Introduction

https://www.youtube.com/watch?v=dxLamB6hRuM

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https://www.youtube.com/api/timedtext?v=dxLamB6hRuM&ei=q1WUZcHlOsizvdIPxY60sAI&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245276&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=5D24037846737E1093458FB328F09597BA439728.D2B9A156E2D3C20E4A97D12665A788D3246F2E61&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.960 --> 00:00:02.550 - Hi, everyone, Sal Khan here. 00:00:02.550 --> 00:00:04.740 And I just wanted to invite you, 00:00:04.740 --> 00:00:06.510 or tell you a little bit about 00:00:06.510 --> 00:00:09.180 our course on US Government and Civics. 00:00:09.180 --> 00:00:10.740 The first question you might be wondering is 00:00:10.740 --> 00:00:14.190 why do I need to learn about government and civics? 00:00:14.190 --> 00:00:15.540 And what I would tell you is 00:00:15.540 --> 00:00:18.210 because you are a member of our democracy. 00:00:18.210 --> 00:00:20.430 A democracy does not work 00:00:20.430 --> 00:00:23.520 unless the people who make up the democracy 00:00:23.520 --> 00:00:24.990 are willing to be informed, 00:00:24.990 --> 00:00:27.720 willing to understand what rights they have, 00:00:27.720 --> 00:00:29.820 and potentially what rights they give up 00:00:29.820 --> 00:00:33.690 in order to have a better-functioning society. 00:00:33.690 --> 00:00:35.970 So if we wanna function as a society, 00:00:35.970 --> 00:00:37.980 you should pay attention to this course. 00:00:37.980 --> 00:00:39.840 And just so you know what this covers, 00:00:39.840 --> 00:00:43.020 we start with the foundations of American democracy. 00:00:43.020 --> 00:00:44.190 How did we get to where we are? 00:00:44.190 --> 00:00:45.660 You might not appreciate it. 00:00:45.660 --> 00:00:46.493 You might say, "Oh, 00:00:46.493 --> 00:00:48.960 democracy goes all the way back to the ancient Greeks." 00:00:48.960 --> 00:00:51.060 But the reality is, 00:00:51.060 --> 00:00:52.860 the modern form of democracy 00:00:52.860 --> 00:00:55.530 really started with American democracy 00:00:55.530 --> 00:00:57.330 and then it has been replicated throughout the world. 00:00:57.330 --> 00:01:00.510 So understand the tensions that the founders faced 00:01:00.510 --> 00:01:03.090 and how they got to a pretty nice balance 00:01:03.090 --> 00:01:06.120 that's at least worked for several hundred years. 00:01:06.120 --> 00:01:08.460 Then we're gonna talk about interactions 00:01:08.460 --> 00:01:10.470 amongst the branches of government. 00:01:10.470 --> 00:01:12.390 Some of y'all have heard about checks and balances, 00:01:12.390 --> 00:01:14.730 the executive branch, the judicial branch, 00:01:14.730 --> 00:01:15.933 the legislative branch. 00:01:17.100 --> 00:01:19.530 How does all of that work together? 00:01:19.530 --> 00:01:22.290 Then, civil liberties and civil rights. 00:01:22.290 --> 00:01:23.460 What are your rights? 00:01:23.460 --> 00:01:24.780 What are other people's rights? 00:01:24.780 --> 00:01:26.610 How do we make sure that they are 00:01:26.610 --> 00:01:28.650 guarded by things like the Bill of Rights? 00:01:28.650 --> 00:01:31.580 And also more modern versions 00:01:31.580 --> 00:01:35.610 of what civil liberties and civil rights actually mean. 00:01:35.610 --> 00:01:38.250 Then, we talk about citizenship. 00:01:38.250 --> 00:01:39.870 You might just think about citizenship 00:01:39.870 --> 00:01:42.780 as a bunch of privileges you get as a citizen, 00:01:42.780 --> 00:01:44.280 but there's also some obligations. 00:01:44.280 --> 00:01:46.140 So think about that a little bit. 00:01:46.140 --> 00:01:47.520 And then we're gonna talk about 00:01:47.520 --> 00:01:50.220 ideologies and beliefs, politics, 00:01:50.220 --> 00:01:52.170 things like political parties, 00:01:52.170 --> 00:01:53.340 which you're probably familiar with, 00:01:53.340 --> 00:01:55.320 maybe even tired of hearing about. 00:01:55.320 --> 00:01:58.320 But it never hurts to be armed with more information. 00:01:58.320 --> 00:02:02.040 And then, how do you become a better participant 00:02:02.040 --> 00:02:03.150 in our democracy? 00:02:03.150 --> 00:02:05.400 The topic of political participation. 00:02:05.400 --> 00:02:08.280 And then we have a bunch of other topics that you'll see 00:02:08.280 --> 00:02:11.760 that connect to even more modern world topics, 00:02:11.760 --> 00:02:14.310 things that are relevant in your everyday life. 00:02:14.310 --> 00:02:17.640 So take a journey with us in US Government and Civics 00:02:17.640 --> 00:02:20.130 and I...One, you'll learn a lot about the world. 00:02:20.130 --> 00:02:22.380 You'll be even more popular at dinner parties. 00:02:22.380 --> 00:02:24.000 But even most importantly, 00:02:24.000 --> 00:02:26.820 you will know how to participate 00:02:26.820 --> 00:02:30.903 in our democracy and make us a more perfect union.

Earth's fossil record

https://www.youtube.com/watch?v=2f38r4qKkLw

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https://www.youtube.com/api/timedtext?v=2f38r4qKkLw&ei=rVWUZbfjDu6bvdIP1syHyAQ&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245277&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=A6F28A675C01D2A600CEEC8C1A79D903D5C15330.A37EB6FD21BBDFB61785C8049F17AB107BE0EE0A&key=yt8&lang=en&fmt=vtt

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WEBVTT Kind: captions Language: en 00:00:00.570 --> 00:00:02.040 - [Instructor] Life on Earth has existed 00:00:02.040 --> 00:00:03.870 for billions of years. 00:00:03.870 --> 00:00:05.580 Humans know this, not because we've been 00:00:05.580 --> 00:00:07.680 around the whole time, but instead, 00:00:07.680 --> 00:00:09.900 thanks to the discovery of fossils, 00:00:09.900 --> 00:00:11.670 which tell us about organisms 00:00:11.670 --> 00:00:13.560 that lived in the distant past. 00:00:13.560 --> 00:00:16.500 Scientists have found millions of fossils. 00:00:16.500 --> 00:00:18.270 Some, such as skeletons, 00:00:18.270 --> 00:00:21.840 document ancient organisms' anatomy or physical features, 00:00:21.840 --> 00:00:24.390 while others, such as preserved footprints, 00:00:24.390 --> 00:00:26.760 record organisms' behaviors. 00:00:26.760 --> 00:00:28.380 Each fossil that has been found 00:00:28.380 --> 00:00:30.810 is like a piece of a giant puzzle. 00:00:30.810 --> 00:00:33.900 To see the bigger picture of the history of life on Earth, 00:00:33.900 --> 00:00:36.150 scientists have to study the many fossils 00:00:36.150 --> 00:00:39.450 and see how they all fit together in the larger puzzle. 00:00:39.450 --> 00:00:42.030 All of the fossil puzzle pieces that have been discovered, 00:00:42.030 --> 00:00:43.770 along with their relative ages, 00:00:43.770 --> 00:00:45.960 make up Earth's fossil record. 00:00:45.960 --> 00:00:49.230 The fossil record is basically a history of life on Earth 00:00:49.230 --> 00:00:51.600 as documented through fossils. 00:00:51.600 --> 00:00:53.310 By studying the fossil record, 00:00:53.310 --> 00:00:55.080 scientists can see how life on Earth 00:00:55.080 --> 00:00:57.213 has changed over evolutionary time. 00:00:58.440 --> 00:01:00.870 The fossil record allows us to see patterns 00:01:00.870 --> 00:01:02.760 of evolutionary changes that have happened 00:01:02.760 --> 00:01:04.110 throughout Earth's history. 00:01:04.110 --> 00:01:05.940 These include an overall increase 00:01:05.940 --> 00:01:08.640 in organism complexity and diversity 00:01:08.640 --> 00:01:10.080 and the changes that have occurred 00:01:10.080 --> 00:01:12.120 along evolutionary lineages, 00:01:12.120 --> 00:01:14.310 showing us how one group of organisms 00:01:14.310 --> 00:01:16.470 could have evolved to the next. 00:01:16.470 --> 00:01:18.150 The fossil record also shows us 00:01:18.150 --> 00:01:21.450 when certain groups of organisms went extinct. 00:01:21.450 --> 00:01:23.310 First, let's take a look at the increase 00:01:23.310 --> 00:01:25.440 in organism complexity and diversity 00:01:25.440 --> 00:01:27.570 that is seen in fossil record. 00:01:27.570 --> 00:01:30.510 Over evolutionary time, organisms have generally 00:01:30.510 --> 00:01:32.370 become more complicated. 00:01:32.370 --> 00:01:34.020 Some of the oldest known fossils 00:01:34.020 --> 00:01:38.760 are formations made by ancient colonies of cyanobacteria. 00:01:38.760 --> 00:01:40.380 These fossils provide evidence 00:01:40.380 --> 00:01:43.110 that single-celled organisms were living on Earth 00:01:43.110 --> 00:01:46.620 roughly around 3.5 billion years ago 00:01:46.620 --> 00:01:49.380 and that these organisms were relatively simple, 00:01:49.380 --> 00:01:51.870 similar to the bacteria we have today. 00:01:51.870 --> 00:01:54.840 The fossil record then goes on to document major leaps 00:01:54.840 --> 00:01:58.770 in complexity of life on Earth, with, for example, 00:01:58.770 --> 00:02:02.160 the large tube-shape cells of Grypania spiralis 00:02:02.160 --> 00:02:06.300 and the macroscopic organisms in the Francevillian biota. 00:02:06.300 --> 00:02:08.460 According to scientists, these fossils, 00:02:08.460 --> 00:02:11.850 which are dated to be roughly from 2 billion years ago, 00:02:11.850 --> 00:02:15.300 could provide evidence of some of the earliest eukaryotic, 00:02:15.300 --> 00:02:17.400 or nucleus-containing cells, 00:02:17.400 --> 00:02:20.733 and of the earliest multicellular organisms. 00:02:21.570 --> 00:02:23.460 Not only does the fossil record show 00:02:23.460 --> 00:02:26.490 an increase in complexity over evolutionary time, 00:02:26.490 --> 00:02:30.090 but also an increase in the diversity of life on Earth. 00:02:30.090 --> 00:02:32.580 For example, the Cambrian Explosion 00:02:32.580 --> 00:02:35.790 describes a multimillion year span of time, 00:02:35.790 --> 00:02:39.990 beginning about 539 million years ago, 00:02:39.990 --> 00:02:41.730 in which there was a huge increase 00:02:41.730 --> 00:02:44.370 in the diversity of animals on Earth. 00:02:44.370 --> 00:02:47.340 Almost all of the animal lineages we know today 00:02:47.340 --> 00:02:50.250 actually got started during this period. 00:02:50.250 --> 00:02:53.370 All of these increases in complexity and diversity 00:02:53.370 --> 00:02:56.400 have given rise to the millions of varied organisms 00:02:56.400 --> 00:02:58.500 that live on Earth today. 00:02:58.500 --> 00:03:00.480 Next, let's take a look at the changes 00:03:00.480 --> 00:03:03.360 that can be seen along the evolutionary lineages 00:03:03.360 --> 00:03:05.100 in the Earth's fossil record. 00:03:05.100 --> 00:03:06.750 But before we do that, 00:03:06.750 --> 00:03:09.693 let's quickly look back at how scientists study fossils. 00:03:10.530 --> 00:03:14.220 As you may recall, fossils are found in sedimentary rocks, 00:03:14.220 --> 00:03:16.050 meaning that the deeper the fossil, 00:03:16.050 --> 00:03:18.540 the older the fossil is likely to be. 00:03:18.540 --> 00:03:21.870 So based on the layers in which the fossil is found, 00:03:21.870 --> 00:03:24.150 scientists can put them in order by age. 00:03:24.150 --> 00:03:26.820 And in doing this, scientists can piece together 00:03:26.820 --> 00:03:30.510 the evolutionary steps of how one type of organism 00:03:30.510 --> 00:03:32.730 could have evolved into the next, 00:03:32.730 --> 00:03:35.370 eventually giving rise to the living organisms 00:03:35.370 --> 00:03:37.320 we see today. 00:03:37.320 --> 00:03:38.940 To give an example of this, 00:03:38.940 --> 00:03:41.940 did you know that birds are actually direct descendants 00:03:41.940 --> 00:03:44.640 of a group of dinosaurs called theropods? 00:03:44.640 --> 00:03:45.870 It may be hard to believe, 00:03:45.870 --> 00:03:47.460 but the fossil record shows 00:03:47.460 --> 00:03:50.100 that an organism known as Archaeopteryx 00:03:50.100 --> 00:03:53.790 existed about 150 million years ago, 00:03:53.790 --> 00:03:55.410 towards the end of the Dinosaur Age, 00:03:55.410 --> 00:03:58.140 but before the appearance of modern birds. 00:03:58.140 --> 00:04:00.810 This organism in particular is interesting, 00:04:00.810 --> 00:04:04.080 because it had some features unique to theropod dinosaurs, 00:04:04.080 --> 00:04:06.600 such as jaws and sharp teeth 00:04:06.600 --> 00:04:10.110 and some features unique to birds, such as feathers. 00:04:10.110 --> 00:04:13.620 So Archaeopteryx represents an evolutionary transition 00:04:13.620 --> 00:04:16.953 between theropod dinosaurs and birds in the fossil record. 00:04:18.090 --> 00:04:21.030 Finally, let's take a look at the patterns of extinction 00:04:21.030 --> 00:04:22.380 seen in the fossil record 00:04:22.380 --> 00:04:26.520 with the help of our extinct friend, the Triceratops. 00:04:26.520 --> 00:04:30.390 Extinction happens when a species completely dies out. 00:04:30.390 --> 00:04:32.850 In the fossil record, extinctions show up 00:04:32.850 --> 00:04:35.160 as organisms of a certain species 00:04:35.160 --> 00:04:37.470 being present in older rock layers 00:04:37.470 --> 00:04:41.220 and then completely disappearing from the newer rock layers. 00:04:41.220 --> 00:04:44.160 For example, we only see Triceratops fossils 00:04:44.160 --> 00:04:49.160 in rock layers that are roughly 68 to 66 million years old. 00:04:49.380 --> 00:04:51.300 After this, we don't find any evidence 00:04:51.300 --> 00:04:53.340 of Triceratops fossils anywhere 00:04:53.340 --> 00:04:56.820 and there certainly aren't any Triceratops living today. 00:04:56.820 --> 00:04:59.970 The Triceratops is an important example of extinction, 00:04:59.970 --> 00:05:01.860 as they not only went extinct, 00:05:01.860 --> 00:05:05.640 but they went extinct due to a mass extinction event. 00:05:05.640 --> 00:05:07.350 Mass extinction events happened 00:05:07.350 --> 00:05:09.810 when large-scale environmental change 00:05:09.810 --> 00:05:12.420 caused many groups of organisms to go extinct 00:05:12.420 --> 00:05:13.770 around the same time. 00:05:13.770 --> 00:05:15.810 When we see the triceratops disappear 00:05:15.810 --> 00:05:16.950 from the fossil record, 00:05:16.950 --> 00:05:20.550 we also see other types of organisms disappear, too, 00:05:20.550 --> 00:05:23.220 providing evidence for the mass extinction event 00:05:23.220 --> 00:05:27.390 that led to the disappearance of all non-avian dinosaurs. 00:05:27.390 --> 00:05:30.420 And with that, you now know what Earth's fossil record is 00:05:30.420 --> 00:05:33.240 and the various patterns it can show us. 00:05:33.240 --> 00:05:35.580 Earth's fossil record is an essential tool 00:05:35.580 --> 00:05:37.590 that scientists use to piece together 00:05:37.590 --> 00:05:39.570 the history of life on Earth. 00:05:39.570 --> 00:05:42.870 And new fossils are continuously being discovered, 00:05:42.870 --> 00:05:44.760 so the fossil record is more 00:05:44.760 --> 00:05:46.980 than just a collection of fossils. 00:05:46.980 --> 00:05:49.680 It's a window into the mysteries of the past 00:05:49.680 --> 00:05:52.260 and it's ever-growing record of how life on Earth 00:05:52.260 --> 00:05:53.733 came to be what it is today.

Khan Stories: Mr. Brown

https://www.youtube.com/watch?v=1-m7Cx_BNe8

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https://www.youtube.com/api/timedtext?v=1-m7Cx_BNe8&ei=rVWUZe7oJ8qavdIP-tWhiAo&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245277&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=575F204865D3368F1A8CFE8760D8100B8AF91C18.7B11D6E146C37C096222FEBA5839262659DBD8CA&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.090 --> 00:00:01.980 - One summer I realized, you know what, 00:00:01.980 --> 00:00:05.190 I think Khan Academy actually has all of this for me. 00:00:05.190 --> 00:00:06.660 So I spent the summer looking at it 00:00:06.660 --> 00:00:09.150 and I had two algebra classes, 00:00:09.150 --> 00:00:13.170 and I used one for like completely Kahn Academy. 00:00:13.170 --> 00:00:16.470 I want you guys to watch the videos, do all the quizzes, 00:00:16.470 --> 00:00:19.650 homework, tests, and we're gonna see how it is. 00:00:19.650 --> 00:00:21.690 And the other class I taught from the front 00:00:21.690 --> 00:00:24.330 and did my traditional lesson plans like that. 00:00:24.330 --> 00:00:26.850 And it was pretty evident by Christmas 00:00:26.850 --> 00:00:30.120 that the kids that were able to, you know, 00:00:30.120 --> 00:00:33.390 that I was able to move around and not teach from the front. 00:00:33.390 --> 00:00:35.010 Those kids were advancing more. 00:00:35.010 --> 00:00:36.840 Once I get going, it's like I'm helping this kid, 00:00:36.840 --> 00:00:39.270 and I'm helping this kid, and you know, kids are waiting, 00:00:39.270 --> 00:00:40.103 and so then all of a sudden 00:00:40.103 --> 00:00:41.040 they're starting to help each other, 00:00:41.040 --> 00:00:43.740 and it's just like this Socratic method, 00:00:43.740 --> 00:00:46.500 that is just, it's amazing to watch. 00:00:46.500 --> 00:00:48.510 And I get goosebumps every time I think about it. 00:00:48.510 --> 00:00:51.060 And I realize that as a tiny school, 00:00:51.060 --> 00:00:53.070 and being the only math teacher, 00:00:53.070 --> 00:00:55.050 it gives me that flexibility. 00:00:55.050 --> 00:00:57.510 But I think, you know, with just a little bit of creativity, 00:00:57.510 --> 00:00:59.430 I think bigger schools could do the same thing, 00:00:59.430 --> 00:01:02.610 because it's still all in their Khan Academy account. 00:01:02.610 --> 00:01:04.530 It's documented that they've learned it, 00:01:04.530 --> 00:01:05.640 that they've mastered it. 00:01:05.640 --> 00:01:08.520 Kids that just spent 20 minutes a day, 00:01:08.520 --> 00:01:10.503 averaged an 80% or above, 00:01:11.550 --> 00:01:13.533 80%, it was unbelievable.

Internet Safety Course Introduction

https://www.youtube.com/watch?v=if8BfGpC0ho

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en

WEBVTT Kind: captions Language: en 00:00:01.530 --> 00:00:02.363 - Hi everyone. 00:00:02.363 --> 00:00:03.720 Sal Khan here from Khan Academy, 00:00:03.720 --> 00:00:04.950 and I just wanted to welcome you 00:00:04.950 --> 00:00:07.800 to this course on internet safety. 00:00:07.800 --> 00:00:08.647 Now, you might be saying, 00:00:08.647 --> 00:00:10.200 "Why should I look at this course? 00:00:10.200 --> 00:00:12.540 The internet seems like this fun and fabulous place 00:00:12.540 --> 00:00:13.830 where I can interact with folks 00:00:13.830 --> 00:00:16.500 and get information and do all of these great things," 00:00:16.500 --> 00:00:18.000 but you also need to realize 00:00:18.000 --> 00:00:21.240 that the internet can be a dangerous place. 00:00:21.240 --> 00:00:23.580 There are people who are going to want to get access 00:00:23.580 --> 00:00:26.700 to your personally identifiable information, 00:00:26.700 --> 00:00:28.800 the things that would allow folks to say, 00:00:28.800 --> 00:00:31.560 take a credit card in your name, or pretend to be you, 00:00:31.560 --> 00:00:33.330 or steal money from you. 00:00:33.330 --> 00:00:35.310 So you wanna figure out, how do you protect that? 00:00:35.310 --> 00:00:38.940 And we'll have a lot more content on what exactly PII, 00:00:38.940 --> 00:00:42.030 or personally identifiable information is. 00:00:42.030 --> 00:00:44.880 As you know on the internet, you have many accounts. 00:00:44.880 --> 00:00:46.710 It could be an account for a site 00:00:46.710 --> 00:00:48.060 that allows you to play video games, 00:00:48.060 --> 00:00:49.530 but it could be your banking account. 00:00:49.530 --> 00:00:52.740 It could be where you send emails from, your social media. 00:00:52.740 --> 00:00:54.500 There are folks out there that would love 00:00:54.500 --> 00:00:57.300 to have access to those accounts. 00:00:57.300 --> 00:00:59.850 They might be able to directly do things on those accounts. 00:00:59.850 --> 00:01:01.410 It could be as little as embarrass you 00:01:01.410 --> 00:01:03.630 by taking advantage of your social media account, 00:01:03.630 --> 00:01:05.250 or it could be stealing money from you 00:01:05.250 --> 00:01:07.380 if it's your bank account, or if you have 00:01:07.380 --> 00:01:09.990 the same password in multiple places, well, 00:01:09.990 --> 00:01:13.470 they might be able to use that from one place to another. 00:01:13.470 --> 00:01:16.260 So beware of everything on the internet. 00:01:16.260 --> 00:01:18.540 You have a lot of information about yourself 00:01:18.540 --> 00:01:20.370 that could be valuable to others. 00:01:20.370 --> 00:01:22.320 And you're also going learn that some of those folks 00:01:22.320 --> 00:01:23.310 are going try to trick you. 00:01:23.310 --> 00:01:25.410 You're gonna learn about things like phishing attacks, 00:01:25.410 --> 00:01:28.050 where they're gonna try to pretend to be someone else 00:01:28.050 --> 00:01:30.180 and make you feel really urgent about doing something 00:01:30.180 --> 00:01:31.473 and giving information, once again, 00:01:31.473 --> 00:01:33.960 that you do not want these folks to have. 00:01:33.960 --> 00:01:35.670 So take a look at this course. 00:01:35.670 --> 00:01:37.320 It's going to be very, very important to you. 00:01:37.320 --> 00:01:39.660 Hopefully none of this stuff ever happens to you 00:01:39.660 --> 00:01:41.670 but if it does, you'll know what to do about it, 00:01:41.670 --> 00:01:42.990 but even more importantly, 00:01:42.990 --> 00:01:44.790 you're going to know how to prevent it. 00:01:44.790 --> 00:01:46.773 So hopefully you enjoy this course.

Sexual reproduction and genetic variation

https://www.youtube.com/watch?v=oi6yfPgYiFk

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en

WEBVTT Kind: captions Language: en 00:00:00.330 --> 00:00:01.350 - [Narrator] Have you ever wondered 00:00:01.350 --> 00:00:03.750 why children often look a little similar 00:00:03.750 --> 00:00:07.110 but also very different from their biological parents, 00:00:07.110 --> 00:00:08.940 or even how biological siblings 00:00:08.940 --> 00:00:10.680 tend to share some common features 00:00:10.680 --> 00:00:13.410 but still have different traits from each other? 00:00:13.410 --> 00:00:14.820 To answer this question, 00:00:14.820 --> 00:00:16.680 we have to go beyond the physical traits 00:00:16.680 --> 00:00:18.360 that we see in these family portraits 00:00:18.360 --> 00:00:21.720 and dive into genetic inheritance. 00:00:21.720 --> 00:00:22.553 In this video, 00:00:22.553 --> 00:00:25.230 we're going to see that it's sexual reproduction, 00:00:25.230 --> 00:00:28.830 a mechanism used by many organisms to produce offspring, 00:00:28.830 --> 00:00:30.810 that creates the diversity of traits 00:00:30.810 --> 00:00:33.120 that exist in biological families 00:00:33.120 --> 00:00:36.690 and in animal and plant populations all around the world. 00:00:36.690 --> 00:00:38.520 Let's start from the beginning. 00:00:38.520 --> 00:00:40.050 All life comes from other life 00:00:40.050 --> 00:00:42.450 through the process of reproduction. 00:00:42.450 --> 00:00:44.670 Parents reproduce to form offspring, 00:00:44.670 --> 00:00:45.780 and during this process, 00:00:45.780 --> 00:00:49.110 they pass on their genetic information to their offspring. 00:00:49.110 --> 00:00:52.740 During sexual reproduction, two parents produce offspring. 00:00:52.740 --> 00:00:56.100 So each offspring gets a mixture of genetic information 00:00:56.100 --> 00:00:57.840 from two parents. 00:00:57.840 --> 00:01:00.510 Parents pass this genetic information to their offspring 00:01:00.510 --> 00:01:03.540 via chromosomes, the coiled up DNA molecules 00:01:03.540 --> 00:01:06.600 found inside your cells that contain genes. 00:01:06.600 --> 00:01:08.400 Sexually reproducing organisms 00:01:08.400 --> 00:01:10.230 often have many different chromosomes, 00:01:10.230 --> 00:01:12.510 each containing specific genes. 00:01:12.510 --> 00:01:14.430 For example, this diagram represents 00:01:14.430 --> 00:01:16.980 a complete set of human chromosomes. 00:01:16.980 --> 00:01:19.830 As we can see, there are 23 different chromosomes 00:01:19.830 --> 00:01:22.410 assigned numbers one through 23. 00:01:22.410 --> 00:01:25.500 However, there are two copies of each chromosome, 00:01:25.500 --> 00:01:27.720 so that there are 23 chromosome pairs 00:01:27.720 --> 00:01:30.780 instead of 23 single chromosomes. 00:01:30.780 --> 00:01:33.300 Each chromosome pair is a homologous pair, 00:01:33.300 --> 00:01:36.600 which means that the two chromosomes are the same size 00:01:36.600 --> 00:01:39.990 and contain the same genes in the same order. 00:01:39.990 --> 00:01:42.810 However, the alleles on the two homologous chromosomes 00:01:42.810 --> 00:01:44.040 may be different, 00:01:44.040 --> 00:01:45.240 meaning that the chromosomes 00:01:45.240 --> 00:01:48.750 may not exactly have the same genetic information. 00:01:48.750 --> 00:01:49.980 Also, in case you're wondering, 00:01:49.980 --> 00:01:52.140 the last chromosome set is a little different, 00:01:52.140 --> 00:01:55.980 because that chromosome 23 is the human sex chromosome, 00:01:55.980 --> 00:01:59.310 which influences the biological sex of the individual, 00:01:59.310 --> 00:02:01.860 but we don't have to get into that just yet. 00:02:01.860 --> 00:02:03.708 What's important to know for our purposes 00:02:03.708 --> 00:02:06.360 is that sexually reproducing organisms 00:02:06.360 --> 00:02:08.880 with two sets of chromosomes in each of their cells 00:02:08.880 --> 00:02:10.920 are called diploid. 00:02:10.920 --> 00:02:15.420 Diploid organisms, the D-I, di indicating two, 00:02:15.420 --> 00:02:17.880 have cells with two sets of chromosomes 00:02:17.880 --> 00:02:21.120 that are organized into homologous pairs. 00:02:21.120 --> 00:02:22.800 Sexual reproduction occurs 00:02:22.800 --> 00:02:25.440 through a process called fertilization, 00:02:25.440 --> 00:02:27.000 and during fertilization, 00:02:27.000 --> 00:02:29.580 cells called gametes, which are egg and sperm cells, 00:02:29.580 --> 00:02:32.100 fuse to form a new organism. 00:02:32.100 --> 00:02:34.380 Each parent contributes one gamete. 00:02:34.380 --> 00:02:35.820 So you might be wondering, 00:02:35.820 --> 00:02:38.700 if each of the parents' organism cells are diploid, 00:02:38.700 --> 00:02:40.470 and offspring result from the fusion 00:02:40.470 --> 00:02:42.240 of cells from two parents, 00:02:42.240 --> 00:02:44.400 how do the offspring of sexual reproduction 00:02:44.400 --> 00:02:47.220 maintain the same number of chromosomes? 00:02:47.220 --> 00:02:50.047 Well, diploid organisms form gait that are haploid, 00:02:50.047 --> 00:02:53.850 meaning that they only contain one set of chromosomes. 00:02:53.850 --> 00:02:56.550 When you hear the word haploid, you can think of half, 00:02:56.550 --> 00:02:58.800 because haploid cells have half the amount 00:02:58.800 --> 00:03:01.920 of genetic information than diploid cells have. 00:03:01.920 --> 00:03:03.990 A human haploid gamete, for example, 00:03:03.990 --> 00:03:08.340 contains 23 single chromosomes, one of each homologous pair. 00:03:08.340 --> 00:03:10.470 When gametes fuse during fertilization, 00:03:10.470 --> 00:03:13.920 that brings the total number of chromosomes back to 46, 00:03:13.920 --> 00:03:16.235 or 23 homologous pairs. 00:03:16.235 --> 00:03:20.400 So why is sexual reproduction so important? 00:03:20.400 --> 00:03:23.520 Well, not only does it allow organisms to produce offspring, 00:03:23.520 --> 00:03:27.150 but it also creates genetic variation and diversity. 00:03:27.150 --> 00:03:29.250 The reason that offspring have different traits 00:03:29.250 --> 00:03:30.570 compared to their parents, 00:03:30.570 --> 00:03:32.910 and that one sibling looks different from another, 00:03:32.910 --> 00:03:35.940 can be attributed to sexual reproduction. 00:03:35.940 --> 00:03:39.000 This diagram here helps illustrate how sexual reproduction 00:03:39.000 --> 00:03:41.100 creates genetic variation. 00:03:41.100 --> 00:03:44.580 The diagram shows a cross between two hypothetical parents. 00:03:44.580 --> 00:03:45.747 It shows the chromosomes 00:03:45.747 --> 00:03:48.480 and the possible gametes that the parents can form, 00:03:48.480 --> 00:03:52.320 and the possible chromosome combinations in the offspring. 00:03:52.320 --> 00:03:53.153 So in the diagram, 00:03:53.153 --> 00:03:55.560 we can see that each possible parent gamete 00:03:55.560 --> 00:03:58.950 contains one chromosome from a homologous pair, 00:03:58.950 --> 00:04:00.360 and during fertilization, 00:04:00.360 --> 00:04:02.250 gametes from each parent fuse together, 00:04:02.250 --> 00:04:03.660 resulting in offspring 00:04:03.660 --> 00:04:07.170 that have a combination of chromosomes from both parents, 00:04:07.170 --> 00:04:09.240 and this is where the genetic variability 00:04:09.240 --> 00:04:12.210 between parents and offspring comes from. 00:04:12.210 --> 00:04:15.030 Offspring are not genetically identical to either parent 00:04:15.030 --> 00:04:18.780 because they contain a mixture of genes from both. 00:04:18.780 --> 00:04:20.280 The diagram also shows us that, 00:04:20.280 --> 00:04:22.890 because each parent passes on only one chromosome 00:04:22.890 --> 00:04:24.330 from each homologous pair, 00:04:24.330 --> 00:04:26.550 there are multiple combinations of chromosomes 00:04:26.550 --> 00:04:28.470 that can occur in the offspring. 00:04:28.470 --> 00:04:31.080 For example, the pink chromosome from parent one 00:04:31.080 --> 00:04:33.240 can be paired with the dark chromosome from parent two 00:04:33.240 --> 00:04:34.440 in one offspring, 00:04:34.440 --> 00:04:36.990 and the light blue chromosome from parent two 00:04:36.990 --> 00:04:38.640 in another offspring. 00:04:38.640 --> 00:04:41.370 Keep in mind that this diagram only shows the inheritance 00:04:41.370 --> 00:04:42.872 of a single chromosome, 00:04:42.872 --> 00:04:47.370 but in humans, this occurs for all 23 of our chromosomes, 00:04:47.370 --> 00:04:48.240 and as a result, 00:04:48.240 --> 00:04:50.760 there are millions of different chromosome combinations 00:04:50.760 --> 00:04:53.010 that an offspring can inherit. 00:04:53.010 --> 00:04:56.820 This is why siblings can look alike, but aren't identical. 00:04:56.820 --> 00:04:58.230 Even more mind blowing, 00:04:58.230 --> 00:05:00.120 there are other genetic processes 00:05:00.120 --> 00:05:01.740 that occur during fertilization 00:05:01.740 --> 00:05:04.230 that increase variation even more, 00:05:04.230 --> 00:05:07.710 resulting in trillions of possible allele combinations 00:05:07.710 --> 00:05:09.390 for each offspring. 00:05:09.390 --> 00:05:12.450 This is why no two people except monozygotic twins 00:05:12.450 --> 00:05:14.640 are genetically alike. 00:05:14.640 --> 00:05:17.490 To summarize, we learned that sexual reproduction occurs 00:05:17.490 --> 00:05:21.030 when two haploid gametes fuse together in fertilization, 00:05:21.030 --> 00:05:22.680 creating a diploid offspring 00:05:22.680 --> 00:05:25.080 with homologous chromosome pairs. 00:05:25.080 --> 00:05:27.870 We also learned that the patterns of chromosome inheritance 00:05:27.870 --> 00:05:29.280 during sexual reproduction 00:05:29.280 --> 00:05:33.510 lead to genetic variation in families and populations. 00:05:33.510 --> 00:05:34.890 It's why children look different 00:05:34.890 --> 00:05:38.550 from their biological parents, brothers, or sisters. 00:05:38.550 --> 00:05:41.250 We've all inherited different sets of chromosomes 00:05:41.250 --> 00:05:43.260 because of sexual reproduction, 00:05:43.260 --> 00:05:46.953 which in turn makes each and every one of us one of a kind.

Introduction to Middle school Earth and space science

https://www.youtube.com/watch?v=yhhVx9FZ9Hs

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en

WEBVTT Kind: captions Language: en 00:00:00.240 --> 00:00:01.073 - Hi everyone. 00:00:01.073 --> 00:00:05.010 Sal Khan here and I'm with Iman Howard, who is our manager 00:00:05.010 --> 00:00:07.500 for all of our stem content on Khan Academy. 00:00:07.500 --> 00:00:08.772 And we wanted to welcome you 00:00:08.772 --> 00:00:13.620 to the Middle school Earth and Space Sciences course. 00:00:13.620 --> 00:00:17.100 Iman, why should folks be excited about this? 00:00:17.100 --> 00:00:19.530 - So Middle school Earth and Space Science 00:00:19.530 --> 00:00:21.150 is really exciting 00:00:21.150 --> 00:00:22.350 because it's one of those areas 00:00:22.350 --> 00:00:26.310 of science that answers what's happening in our universe. 00:00:26.310 --> 00:00:28.113 And then like when you dig in, you're like 00:00:28.113 --> 00:00:30.360 "What is happening in our universe? 00:00:30.360 --> 00:00:32.520 This is why we have seasons." 00:00:32.520 --> 00:00:36.090 And so we start like really big, we go all the way 00:00:36.090 --> 00:00:39.690 to outer space and we figure out sort of earth's position 00:00:39.690 --> 00:00:41.822 in our solar system and the relationship 00:00:41.822 --> 00:00:45.480 to gravity and our inner planets and our outer planets. 00:00:45.480 --> 00:00:48.030 And then we keep digging in and we finally figure 00:00:48.030 --> 00:00:50.850 out how Earth's position answers seasons. 00:00:50.850 --> 00:00:52.746 It's not because we get closer to the sun 00:00:52.746 --> 00:00:56.851 or how based on earth's position, we look up at the moon 00:00:56.851 --> 00:00:59.686 and you'll see a lunar eclipse or how you don't look up 00:00:59.686 --> 00:01:02.430 and look at a solar eclipse, like seriously 00:01:02.430 --> 00:01:05.010 don't look up because it'll hurt your corneas. 00:01:05.010 --> 00:01:08.100 And then we keep going and we talk about water 00:01:08.100 --> 00:01:10.980 and how the same water that you're drinking right 00:01:10.980 --> 00:01:14.880 now is the exact same water that dinosaurs drink. 00:01:14.880 --> 00:01:17.850 And then we get into the rock cycle and we figure 00:01:17.850 --> 00:01:22.290 out why mountains are here and how we're moving right now. 00:01:22.290 --> 00:01:25.295 Literally the plates below us are moving and how 00:01:25.295 --> 00:01:29.160 at one point we could walk across all the way from the US 00:01:29.160 --> 00:01:32.520 to Africa and how plate tectonics really changed that. 00:01:32.520 --> 00:01:36.750 And then finally, finally, we talk about us. 00:01:36.750 --> 00:01:38.190 We talk about us on this planet 00:01:38.190 --> 00:01:42.160 and how there's so many amazing resources here and how well 00:01:43.154 --> 00:01:45.360 how we use them really impacts the earth 00:01:45.360 --> 00:01:47.220 and how that could impact our climate. 00:01:47.220 --> 00:01:48.930 And really awesome things that you can do 00:01:48.930 --> 00:01:50.850 as a learner to change all that 00:01:50.850 --> 00:01:53.250 and make this earth really awesome. 00:01:53.250 --> 00:01:55.530 What are you excited about, Sal? 00:01:55.530 --> 00:01:57.240 - Well, I'll just double down everything you said 00:01:57.240 --> 00:01:59.070 and I like how you said we're gonna dig into it 00:01:59.070 --> 00:02:02.070 'cause it's very appropriate pun for earth, earth and space. 00:02:02.957 --> 00:02:05.047 This starts to answer the questions of, 00:02:05.047 --> 00:02:08.100 the from the cosmos to earth. 00:02:08.100 --> 00:02:12.192 Over billions of years, as you mentioned, the earth is alive 00:02:12.192 --> 00:02:14.580 in certain ways with the plates are still moving 00:02:14.580 --> 00:02:17.370 it's active and we should say at least, and you know 00:02:17.370 --> 00:02:18.930 we are part of the earth. 00:02:18.930 --> 00:02:20.850 Your point, the, the water in our bodies 00:02:20.850 --> 00:02:23.190 the air that we breathe, it's the same water 00:02:23.190 --> 00:02:25.320 and earth that has been been here and the air 00:02:25.320 --> 00:02:27.180 for billions and billions of years. 00:02:27.180 --> 00:02:29.400 So to be able to actually understand that it, 00:02:29.400 --> 00:02:31.500 it actually gives me, gives me goosebumps. 00:02:32.350 --> 00:02:34.410 So I think folks will be very excited about this course. 00:02:34.410 --> 00:02:35.243 - Absolutely. 00:02:35.243 --> 00:02:37.875 (upbeat music)

Using the Teacher Skills Report to drive differentiation on Khan Academy

https://www.youtube.com/watch?v=UsOrOlCFwB0

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en

WEBVTT Kind: captions Language: en 00:00:00.690 --> 00:00:02.850 - [Instructor] Today I will show you how to use 00:00:02.850 --> 00:00:06.270 the Skills Overview report in the teacher dashboard 00:00:06.270 --> 00:00:07.503 on Khan Academy. 00:00:08.340 --> 00:00:10.500 Once you have logged into Khan Academy, 00:00:10.500 --> 00:00:12.900 go to your teacher dashboard. 00:00:12.900 --> 00:00:14.790 Once you are in your teacher dashboard, 00:00:14.790 --> 00:00:17.550 on the left-hand panel, under Tools, 00:00:17.550 --> 00:00:20.010 click Activity overview. 00:00:20.010 --> 00:00:22.053 This will be the screen that will load. 00:00:22.890 --> 00:00:23.850 At the top, 00:00:23.850 --> 00:00:27.420 there are two tabs, Activity and Skills. 00:00:27.420 --> 00:00:30.330 Today we are gonna use the Skills tab. 00:00:30.330 --> 00:00:32.850 Once the Skills tab loads, 00:00:32.850 --> 00:00:35.700 you will have several options on the top of the screen. 00:00:35.700 --> 00:00:38.700 You can choose the grade that you wanna look at, 00:00:38.700 --> 00:00:42.480 the units that you wanna look at, the mastery levels. 00:00:42.480 --> 00:00:45.030 And there's an additional box that you can check 00:00:45.030 --> 00:00:48.093 if you just wanna see assigned skills. 00:00:48.990 --> 00:00:50.970 So as I scroll down, 00:00:50.970 --> 00:00:55.860 I see that there are 11 units and 148 skills. 00:00:55.860 --> 00:00:59.310 I'm just gonna look at the ratios unit. 00:00:59.310 --> 00:01:04.310 So if I click ratios, this will expand the screen 00:01:04.770 --> 00:01:07.560 and I will be able to see more information. 00:01:07.560 --> 00:01:09.900 So this is basic ratios. 00:01:09.900 --> 00:01:14.490 One of the skills, here's the Common Core standard. 00:01:14.490 --> 00:01:17.730 And here is actually the exercise. 00:01:17.730 --> 00:01:19.710 I can look at the actual exercise 00:01:19.710 --> 00:01:21.750 that the students have completed. 00:01:21.750 --> 00:01:24.840 Under that, you will see the mastery levels. 00:01:24.840 --> 00:01:27.060 If I hover over the mastery levels, 00:01:27.060 --> 00:01:28.410 it would explain to me 00:01:28.410 --> 00:01:31.350 exactly what the student had to complete 00:01:31.350 --> 00:01:33.693 in order to earn this mastery level. 00:01:35.040 --> 00:01:38.310 I can also assign this assignment 00:01:38.310 --> 00:01:41.430 back to the students right from this screen. 00:01:41.430 --> 00:01:45.180 So if I click this blue Assign this skill button, 00:01:45.180 --> 00:01:47.190 a popup screen will appear 00:01:47.190 --> 00:01:50.040 and it will allow me to pick my question set, 00:01:50.040 --> 00:01:52.140 whether I wanna have a different question set 00:01:52.140 --> 00:01:54.150 or the same question set. 00:01:54.150 --> 00:01:57.120 It would allow me to select or deselect students 00:01:57.120 --> 00:01:59.490 that I want to have this assignment. 00:01:59.490 --> 00:02:02.160 I can choose the start date, the start time, 00:02:02.160 --> 00:02:04.410 the due date, and the due time. 00:02:04.410 --> 00:02:06.783 And then I just click the Assign button. 00:02:08.520 --> 00:02:11.190 It will bring me back to this screen. 00:02:11.190 --> 00:02:13.830 This is a great snapshot for you to be able 00:02:13.830 --> 00:02:18.000 to see what level students are at for different skill levels 00:02:18.000 --> 00:02:20.580 and to make small groups and differentiate 00:02:20.580 --> 00:02:22.200 within your classroom. 00:02:22.200 --> 00:02:25.980 You can also take this data back to PLCs 00:02:25.980 --> 00:02:29.130 and revise your teaching instruction 00:02:29.130 --> 00:02:32.670 in order to suit the needs of the different students 00:02:32.670 --> 00:02:34.347 and the different skillsets. 00:02:35.670 --> 00:02:37.860 Another thing you can do with this report 00:02:37.860 --> 00:02:40.530 is click on the individual student. 00:02:40.530 --> 00:02:42.330 If I click on Victoria, 00:02:42.330 --> 00:02:45.840 I will see just her information at the top. 00:02:45.840 --> 00:02:50.400 Make sure everything that you want to see is clicked. 00:02:50.400 --> 00:02:53.490 So I'm gonna look at just the ratio. 00:02:53.490 --> 00:02:57.003 So I'm gonna unselect everything and just select ratios. 00:02:58.230 --> 00:03:03.230 And here I can see that out of 148 skills, 00:03:03.750 --> 00:03:05.760 she's practiced 13. 00:03:05.760 --> 00:03:08.583 Here is the mastery levels that she's earned. 00:03:09.420 --> 00:03:11.790 And if I dig a little bit deeper, 00:03:11.790 --> 00:03:15.180 I can see that these are the things that were assigned 00:03:15.180 --> 00:03:18.450 to Victoria here, her current mastery levels. 00:03:18.450 --> 00:03:19.800 And I can actually look 00:03:19.800 --> 00:03:24.060 at the different assignments that were assigned to her. 00:03:24.060 --> 00:03:27.870 This is a great tool for parent teacher conferences 00:03:27.870 --> 00:03:32.870 or IEP meetings or for individual student conferences. 00:03:33.810 --> 00:03:37.260 Now I'll go back to the main class page 00:03:37.260 --> 00:03:39.100 where I see all my students 00:03:41.250 --> 00:03:44.070 and I can go down to the next skill level 00:03:44.070 --> 00:03:46.680 and I can see the same exact information, 00:03:46.680 --> 00:03:48.960 what students are performing where, 00:03:48.960 --> 00:03:51.240 and I can also assign the skill, 00:03:51.240 --> 00:03:53.580 see the Common Core strand, 00:03:53.580 --> 00:03:56.670 and also look at the assignment. 00:03:56.670 --> 00:04:00.390 If you have any more questions about how to use this report, 00:04:00.390 --> 00:04:03.960 please look for a link in the description of this video 00:04:03.960 --> 00:04:07.830 in order to gain access to more support from Khan Academy 00:04:07.830 --> 00:04:10.180 about how to use this report in your classroom.

Using the Administrator Skills Report to drive differentiation on Khan Academy

https://www.youtube.com/watch?v=3f9rcqWKEaY

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WEBVTT Kind: captions Language: en 00:00:00.360 --> 00:00:01.830 - [Instructor] Today I'm gonna be showing you 00:00:01.830 --> 00:00:03.956 how to use the Skills Progress Report 00:00:03.956 --> 00:00:06.030 in the administrator dashboard 00:00:06.030 --> 00:00:08.700 in the Khan Academy platform. 00:00:08.700 --> 00:00:10.380 This is gonna be a great tool 00:00:10.380 --> 00:00:12.660 in order for you to support your teachers 00:00:12.660 --> 00:00:15.480 in differentiation in their classrooms. 00:00:15.480 --> 00:00:16.740 You can share this data 00:00:16.740 --> 00:00:21.720 with specific teachers, PLCs, or department chairs. 00:00:21.720 --> 00:00:23.790 So once you log into Khan Academy, 00:00:23.790 --> 00:00:26.070 go head over to the left hand panel 00:00:26.070 --> 00:00:28.890 and you can click on the skills progress tab. 00:00:28.890 --> 00:00:31.980 Once you click on that tab, the screen that you see 00:00:31.980 --> 00:00:34.323 before you will pop up on your screen. 00:00:35.580 --> 00:00:38.010 This report has many filters 00:00:38.010 --> 00:00:39.720 so I'm gonna walk you through each one 00:00:39.720 --> 00:00:43.740 of them so you can see how this can fit your needs. 00:00:43.740 --> 00:00:45.390 So the first is a date range. 00:00:45.390 --> 00:00:48.810 There's a dropdown menu you can choose from today, 00:00:48.810 --> 00:00:52.680 the last seven days, the last 30 days, or a custom range. 00:00:52.680 --> 00:00:55.050 Maybe you wanna pick the first semester 00:00:55.050 --> 00:00:59.100 or the first six weeks or nine weeks of a semester. 00:00:59.100 --> 00:01:02.490 So I have chosen May 4th through September 26th. 00:01:02.490 --> 00:01:05.160 You can pick the Khan Academy course of your choice. 00:01:05.160 --> 00:01:07.200 I have chosen algebra one. 00:01:07.200 --> 00:01:10.680 You can pick one school or many schools. 00:01:10.680 --> 00:01:13.650 For this example, I'm gonna just choose one school. 00:01:13.650 --> 00:01:17.970 You can choose multiple grades, the district course 00:01:17.970 --> 00:01:21.033 and the teacher or multiple teachers. 00:01:22.470 --> 00:01:24.750 So once you have all your filters in place 00:01:24.750 --> 00:01:27.120 you can go ahead and hit the blue apply button 00:01:27.120 --> 00:01:29.133 and wait for the report to load. 00:01:31.140 --> 00:01:33.900 Once the report has loaded, there will be two 00:01:33.900 --> 00:01:36.420 additional dropdown menus that appear. 00:01:36.420 --> 00:01:39.720 There's a unit view or a combined view, and then 00:01:39.720 --> 00:01:43.830 you can choose how you wanna see the report by skill level 00:01:43.830 --> 00:01:45.450 or number of students. 00:01:45.450 --> 00:01:48.600 So I have picked the number of students high to low 00:01:48.600 --> 00:01:50.460 and then I'm gonna pick the unit review 00:01:50.460 --> 00:01:54.273 so I can see the specific units and the skills in that unit. 00:01:55.260 --> 00:01:58.500 So as you can see in bold letters, on the top 00:01:58.500 --> 00:02:02.610 of each chart there is the unit and then, 00:02:02.610 --> 00:02:05.523 and within that unit it tells you there are seven skills. 00:02:06.540 --> 00:02:09.510 Over to the right, you see the skill levels. 00:02:09.510 --> 00:02:13.020 The darkest purple is the most mastered 00:02:13.020 --> 00:02:15.513 and the lightest is attempted. 00:02:16.950 --> 00:02:20.220 Once you look at each skill, they're listed in bold 00:02:20.220 --> 00:02:22.950 above each bar and the common core standards 00:02:22.950 --> 00:02:24.480 are right next to it. 00:02:24.480 --> 00:02:27.090 So I'm gonna look for the lightest purple. 00:02:27.090 --> 00:02:29.640 And the first one I see is combining like terms 00:02:29.640 --> 00:02:32.520 with negative coefficients and distribution. 00:02:32.520 --> 00:02:35.220 So I'm gonna click on this and I see that there's three 00:02:35.220 --> 00:02:37.470 students, Jason, Carla, and Chelsea 00:02:37.470 --> 00:02:39.360 that may need some more support. 00:02:39.360 --> 00:02:43.650 But I see that students seem to be very successful 00:02:43.650 --> 00:02:46.263 in equivalent expressions. 00:02:47.760 --> 00:02:50.280 So you wanna do your comparison. 00:02:50.280 --> 00:02:52.830 You may wanna look at individual teachers 00:02:52.830 --> 00:02:55.860 or you may wanna compare teachers that teach 00:02:55.860 --> 00:02:59.970 the same skill to see where we need to make changes 00:02:59.970 --> 00:03:02.910 in teaching that specific skills 00:03:02.910 --> 00:03:05.760 to students or where we may need intervention, 00:03:05.760 --> 00:03:09.540 remediation or acceleration. 00:03:09.540 --> 00:03:12.750 So the best thing that you can do is 00:03:12.750 --> 00:03:15.510 either take a screenshot and share with your teachers 00:03:15.510 --> 00:03:18.840 or use the CSV export that is right up 00:03:18.840 --> 00:03:21.690 on top or the blue download arrow 00:03:21.690 --> 00:03:24.090 so that you can export this report 00:03:24.090 --> 00:03:28.470 and share it with the teachers that need the information. 00:03:28.470 --> 00:03:32.880 If you need more support on this skills progress data, 00:03:32.880 --> 00:03:35.580 please contact your district success manager 00:03:35.580 --> 00:03:39.090 and they'll be more than happy to give you some more support 00:03:39.090 --> 00:03:41.493 and tips on how to use this with teachers.

What are common scams I should be aware of?

https://www.youtube.com/watch?v=TbT9C0B031E

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WEBVTT Kind: captions Language: en 00:00:05.970 --> 00:00:06.990 - So Grace, you know, 00:00:06.990 --> 00:00:09.030 and I'm asking both to protect all of us 00:00:09.030 --> 00:00:13.620 but also I have a strange fascination of, of exotic scams. 00:00:13.620 --> 00:00:15.450 What, what are the types of scams that you've seen? 00:00:15.450 --> 00:00:18.540 How, how elaborate have, have these things become? 00:00:18.540 --> 00:00:20.520 - Yeah, so unfortunately the attackers 00:00:20.520 --> 00:00:21.840 are getting more creative. 00:00:21.840 --> 00:00:23.730 Now, the good news is that 00:00:23.730 --> 00:00:26.970 most major, you know, email platforms for example 00:00:26.970 --> 00:00:29.940 are automatically blocking all kinds of spam that, 00:00:29.940 --> 00:00:34.110 or scams and spam that you never see on a regular basis. 00:00:34.110 --> 00:00:36.840 For example, during the Covid Pandemic, 00:00:36.840 --> 00:00:40.260 Google blocked 18 million Covid impersonation 00:00:40.260 --> 00:00:41.730 emails per day. 00:00:41.730 --> 00:00:43.590 And that is something that never made it 00:00:43.590 --> 00:00:45.180 to people's inboxes. 00:00:45.180 --> 00:00:48.120 - What is a Covid impersonation email? 00:00:48.120 --> 00:00:50.880 - So unfortunately, one thing to look out for 00:00:50.880 --> 00:00:54.030 with these scams is folks impersonating 00:00:54.030 --> 00:00:56.370 what you might think of as a trusted source. 00:00:56.370 --> 00:01:00.120 So maybe a hospital or health organization 00:01:00.120 --> 00:01:02.550 reaching out with Covid information, 00:01:02.550 --> 00:01:05.850 kind of trying to beat people in with something timely. 00:01:05.850 --> 00:01:08.220 So we do really recommend that folks 00:01:08.220 --> 00:01:12.210 go directly to the trusted website of that organization 00:01:12.210 --> 00:01:15.150 as opposed to clicking into a link 00:01:15.150 --> 00:01:16.860 that may look a little bit suspicious 00:01:16.860 --> 00:01:19.290 or may not be something they were expected to hear. 00:01:19.290 --> 00:01:24.290 Another flag is if a email or a call or a text 00:01:24.660 --> 00:01:26.190 is really trying to rush you 00:01:26.190 --> 00:01:28.260 into providing personal information, 00:01:28.260 --> 00:01:30.120 such as your bank account information, 00:01:30.120 --> 00:01:32.640 your password, or otherwise. 00:01:32.640 --> 00:01:35.010 So we, we were seeing trends of attempts 00:01:35.010 --> 00:01:37.440 to kind of reach out and say, help now or 00:01:37.440 --> 00:01:39.180 please send money here. 00:01:39.180 --> 00:01:41.400 We, we are also seeing impersonation attempts 00:01:41.400 --> 00:01:43.320 around special offers. 00:01:43.320 --> 00:01:46.170 So, you know, if it looks too good to be true 00:01:46.170 --> 00:01:50.220 it probably is, if you're being offered free items 00:01:50.220 --> 00:01:51.780 that are high monetary value, 00:01:51.780 --> 00:01:54.060 but you're being asked to immediately, you know, 00:01:54.060 --> 00:01:56.250 put your credit card information down 00:01:56.250 --> 00:01:59.000 and that's definitely another red flag to look out for. 00:02:00.030 --> 00:02:02.520 - Wow. It, it is a dangerous world 00:02:02.520 --> 00:02:04.860 but I'm glad there are folks like you who are, 00:02:04.860 --> 00:02:06.780 are helping keep dragging. 00:02:06.780 --> 00:02:08.280 It feels like it's a never ending arms race 00:02:08.280 --> 00:02:10.290 so we have to stay vigilant. 00:02:10.290 --> 00:02:12.270 - Definitely. I think that's our biggest tip 00:02:12.270 --> 00:02:14.940 is to be proactive and definitely 00:02:14.940 --> 00:02:17.980 take a bit before clicking on something suspicious 00:02:18.840 --> 00:02:20.550 and, and, and verify, you know 00:02:20.550 --> 00:02:22.380 if there's a, you receive something 00:02:22.380 --> 00:02:24.570 you think it looks like it's from someone you know 00:02:24.570 --> 00:02:26.640 or something you're familiar with, 00:02:26.640 --> 00:02:28.710 go ahead and find another way to confirm 00:02:28.710 --> 00:02:30.750 that that's actually the case. 00:02:30.750 --> 00:02:33.060 - And always check the link you're about to click on 00:02:33.060 --> 00:02:34.890 and before you type in a password, 00:02:34.890 --> 00:02:38.790 think three times are my takeaways. 00:02:38.790 --> 00:02:40.620 And two step verification. 00:02:40.620 --> 00:02:41.463 - Absolutely. 00:02:42.840 --> 00:02:45.720 - Thanks so much, Grace, that was really useful. 00:02:45.720 --> 00:02:46.553 - Thank you Sal.

What can I do to protect my account?

https://www.youtube.com/watch?v=BXrozC8F2Fo

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WEBVTT Kind: captions Language: en 00:00:00.300 --> 00:00:03.180 - So Grace, is there anything that I can proactively do, 00:00:03.180 --> 00:00:04.623 to protect my accounts? 00:00:05.760 --> 00:00:07.702 - Absolutely. I'm so glad you asked. 00:00:07.702 --> 00:00:10.410 We recommend that folks use something 00:00:10.410 --> 00:00:12.690 called two-step verification. 00:00:12.690 --> 00:00:15.120 Now you have a password to log into your account. 00:00:15.120 --> 00:00:18.180 But if you are able to turn on two-step verification, 00:00:18.180 --> 00:00:21.210 that is a second layer of authentication 00:00:21.210 --> 00:00:23.220 to verify that you are you. 00:00:23.220 --> 00:00:25.590 This is extremely helpful in the event 00:00:25.590 --> 00:00:29.340 that a password is stolen through a phishing attempt 00:00:29.340 --> 00:00:32.760 because even if someone has access to your password, 00:00:32.760 --> 00:00:35.070 they won't be able to log into your account 00:00:35.070 --> 00:00:38.400 without also having your phone, or your computer, 00:00:38.400 --> 00:00:40.230 which is far less likely. 00:00:40.230 --> 00:00:42.180 So, two-step verification can mean 00:00:42.180 --> 00:00:44.700 receiving a text message to verify that it's you, 00:00:44.700 --> 00:00:46.860 or an email, or even a phone call. 00:00:46.860 --> 00:00:49.320 This is something we really recommend people do, 00:00:49.320 --> 00:00:51.240 especially for things like bank accounts, 00:00:51.240 --> 00:00:53.070 or any sort of account 00:00:53.070 --> 00:00:55.320 where you have a lot of personal information. 00:00:55.320 --> 00:00:57.120 - No, I can't tell you how important that is, Grace. 00:00:57.120 --> 00:00:59.792 I use two-step verification on pretty much any account 00:00:59.792 --> 00:01:03.540 that I definitely do not want people to break into. 00:01:03.540 --> 00:01:05.850 And I have to say, over the last four or five years, 00:01:05.850 --> 00:01:07.740 there's been a few situations where all of a sudden, 00:01:07.740 --> 00:01:09.397 I got a text message on my phone saying, 00:01:09.397 --> 00:01:10.710 "Here's your security code." 00:01:10.710 --> 00:01:13.350 And I'm like, "Wait, I didn't even ask for a security code." 00:01:13.350 --> 00:01:16.200 It means someone might have compromised one of my accounts, 00:01:16.200 --> 00:01:17.790 and is trying to log in. 00:01:17.790 --> 00:01:21.570 But the two-step verification is actually keeping them out. 00:01:21.570 --> 00:01:24.472 Because the odds that someone got your password somehow, 00:01:24.472 --> 00:01:26.880 and has physical possession of your phone, 00:01:26.880 --> 00:01:28.980 or a computer, very, very low, 00:01:28.980 --> 00:01:31.470 unless you have some shady people in your house, 00:01:31.470 --> 00:01:32.893 or your workplace. 00:01:32.893 --> 00:01:34.770 - That's absolutely right, Sal. 00:01:34.770 --> 00:01:37.357 And the fact that you received that message 00:01:37.357 --> 00:01:40.170 and immediately said, "Hey, this wasn't me." 00:01:40.170 --> 00:01:43.380 That's two step verification working as intended. 00:01:43.380 --> 00:01:45.720 Another tool that I like to recommend that folks use, 00:01:45.720 --> 00:01:48.030 is something called the password manager. 00:01:48.030 --> 00:01:50.160 This can help you keep track of your passwords, 00:01:50.160 --> 00:01:53.070 and make sure that you're using strong passwords, 00:01:53.070 --> 00:01:54.930 and updating them regularly. 00:01:54.930 --> 00:01:57.600 So you can save your passwords in your browser. 00:01:57.600 --> 00:01:59.160 So, instead of having to keep track 00:01:59.160 --> 00:02:00.960 of 20 different passwords yourself, 00:02:00.960 --> 00:02:03.000 that tool does it for you. 00:02:03.000 --> 00:02:04.020 - No, that's really helpful. 00:02:04.020 --> 00:02:05.790 Because I think there can be a strong temptation 00:02:05.790 --> 00:02:09.300 to put easy passwords, or reuse the same password 00:02:09.300 --> 00:02:12.050 over and over again, to just make it memorable. 00:02:12.050 --> 00:02:15.180 But that makes you extra vulnerable. 00:02:15.180 --> 00:02:16.140 So if you use these things, 00:02:16.140 --> 00:02:18.416 you can have super secure, different passwords 00:02:18.416 --> 00:02:19.803 for every site. 00:02:20.760 --> 00:02:21.690 - Exactly. 00:02:21.690 --> 00:02:24.840 Unfortunately many people do reuse the same password, 00:02:24.840 --> 00:02:27.420 or use a, not a very secure password 00:02:27.420 --> 00:02:28.950 that might be easy to guess. 00:02:28.950 --> 00:02:32.250 So we really recommend to move over to that password manager 00:02:32.250 --> 00:02:35.190 and then you only have to remember one password to that. 00:02:35.190 --> 00:02:36.480 Super helpful. 00:02:36.480 --> 00:02:39.090 Another tool that I recommend people look into 00:02:39.090 --> 00:02:41.250 is something called Security Checkup. 00:02:41.250 --> 00:02:43.590 That's a place where you can actually keep track 00:02:43.590 --> 00:02:45.900 of all your online accounts and passwords, 00:02:45.900 --> 00:02:49.650 and be notified if there is a breach, such as a data breach, 00:02:49.650 --> 00:02:53.190 or a phishing attempt that got access to your password. 00:02:53.190 --> 00:02:54.120 It'll help you keep track 00:02:54.120 --> 00:02:55.470 of kind of how long those passwords 00:02:55.470 --> 00:02:57.780 have been staying the same, and remind you to update them. 00:02:57.780 --> 00:03:00.720 So, definitely check out Security Checkup as well. 00:03:00.720 --> 00:03:02.673 - Super useful. Thanks so much, Grace. 00:03:03.510 --> 00:03:04.440 - Thank you, Sal.

Wait have I just been attacked? What do I do now?

https://www.youtube.com/watch?v=J9kMhpSp1MM

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https://www.youtube.com/api/timedtext?v=J9kMhpSp1MM&ei=rlWUZY6iBuqLp-oPjoGFuAw&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245278&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=CFE6167A7CE0C677B714099B245B2DD1E65813DF.7CC732014F9FAF9DDC4C94C8535742A574F58BBD&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:06.120 --> 00:00:06.953 - All right, Grace. 00:00:06.953 --> 00:00:10.170 So ideally we can recognize when we are attacked, 00:00:10.170 --> 00:00:12.090 but let's say we begin to fall for it. 00:00:12.090 --> 00:00:13.980 Let's say there's a phishing attack and we go, 00:00:13.980 --> 00:00:16.380 we click really fast cause we're all panicked. 00:00:16.380 --> 00:00:18.827 We type in our password and they're like, oh wait, 00:00:18.827 --> 00:00:21.867 I think I just gave my password to a shady site. 00:00:21.867 --> 00:00:25.383 What do you do once you're compromised in some way? 00:00:26.580 --> 00:00:27.630 - It's a great question, Sal. 00:00:27.630 --> 00:00:28.980 Now this is really unfortunate. 00:00:28.980 --> 00:00:30.540 We hope this doesn't happen to folks, 00:00:30.540 --> 00:00:33.330 but if it does, there are a few steps you can take 00:00:33.330 --> 00:00:34.680 to help mitigate the fallout 00:00:34.680 --> 00:00:36.259 from this kind of phishing attack. 00:00:36.259 --> 00:00:39.579 You should immediately tell a trusted adult, a teacher, 00:00:39.579 --> 00:00:43.080 or a parent, and let them know that this happened to you. 00:00:43.080 --> 00:00:45.162 This will also help them make others aware 00:00:45.162 --> 00:00:48.180 that if they are hearing from you on that account 00:00:48.180 --> 00:00:49.522 that's been compromised, 00:00:49.522 --> 00:00:51.450 so that other folks don't fall 00:00:51.450 --> 00:00:54.004 into the same hands of the scammer. 00:00:54.004 --> 00:00:56.730 This will also help you take steps 00:00:56.730 --> 00:00:59.970 to report the scam if possible. 00:00:59.970 --> 00:01:02.070 So, for example, if you're using Gmail, 00:01:02.070 --> 00:01:05.813 there is a reporting tool within your email. 00:01:05.813 --> 00:01:09.600 Oftentimes you can get alerts on your phone 00:01:09.600 --> 00:01:12.660 if there are phone calls that look like a scam, 00:01:12.660 --> 00:01:14.850 but there are also ways that you can report that. 00:01:14.850 --> 00:01:17.010 So definitely work with a trusted adult 00:01:17.010 --> 00:01:18.912 if you think that this has happened to you. 00:01:18.912 --> 00:01:22.650 And then once you've kind of mitigated the fallout 00:01:22.650 --> 00:01:26.580 from that, you can look at best practices to make sure 00:01:26.580 --> 00:01:30.330 that that password isn't compromised in other places. 00:01:30.330 --> 00:01:33.699 So you are going to want to update that password, 00:01:33.699 --> 00:01:37.391 enroll in two step verification as we talked about, 00:01:37.391 --> 00:01:40.320 and make sure that on a regular basis 00:01:40.320 --> 00:01:41.580 you're changing your password. 00:01:41.580 --> 00:01:44.342 So even if this happens to you and you weren't made aware, 00:01:44.342 --> 00:01:47.730 you can actually mitigate some of that risk 00:01:47.730 --> 00:01:49.890 if you're updating and having strong passwords 00:01:49.890 --> 00:01:51.317 on a frequent basis. 00:01:51.317 --> 00:01:54.244 There's another nifty tool called Security Checkup 00:01:54.244 --> 00:01:57.480 that can actually help you check on your passwords 00:01:57.480 --> 00:02:01.200 for all of your accounts where you use your email to log in. 00:02:01.200 --> 00:02:02.760 And that helps you keep track and make sure 00:02:02.760 --> 00:02:04.613 that you know your passwords aren't outdated 00:02:04.613 --> 00:02:07.350 or you know, worst case scenario 00:02:07.350 --> 00:02:08.520 that they haven't been breached 00:02:08.520 --> 00:02:10.928 in some kind of data breach or a phishing attempt. 00:02:10.928 --> 00:02:12.603 - Super, super useful.

How to avoid phishing attempts. However it’s spelled, it’s bad news

https://www.youtube.com/watch?v=tOJe9WShImU

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https://www.youtube.com/api/timedtext?v=tOJe9WShImU&ei=rVWUZZ6DMuqFp-oPg_SKiAY&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245277&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=E61291FF3DB412E30903A546FDFF33F87247EC69.6A4A7187FB413AC9B9DF53E19A727B3C2004277E&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:06.030 --> 00:00:06.863 - Hi, everyone. 00:00:06.863 --> 00:00:08.250 Sal Khan here from Khan Academy, 00:00:08.250 --> 00:00:09.930 and I'm here with Grace Hoyt, 00:00:09.930 --> 00:00:12.420 head of Account Security Partnerships at Google 00:00:12.420 --> 00:00:15.000 to talk a little bit about online safety. 00:00:15.000 --> 00:00:16.590 Welcome, Grace. 00:00:16.590 --> 00:00:18.150 - Thanks for having me, Sal. 00:00:18.150 --> 00:00:19.800 - So let's just start at the basics. 00:00:19.800 --> 00:00:23.040 What is online safety 00:00:23.040 --> 00:00:25.233 and what's the worst that could happen? 00:00:26.640 --> 00:00:28.590 - As we spend more of our times online, 00:00:28.590 --> 00:00:31.740 we think about online safety in a way that people can go 00:00:31.740 --> 00:00:35.640 about their work or school or personal activities online 00:00:35.640 --> 00:00:37.950 in a way that they feel safe and secure, 00:00:37.950 --> 00:00:40.860 and a big topic in this space that we like 00:00:40.860 --> 00:00:44.220 to provide guidance on is something called online scams, 00:00:44.220 --> 00:00:46.863 and in particular, how to avoid phishing. 00:00:47.700 --> 00:00:50.400 - Now, phishing, spelled with a P-H, 00:00:50.400 --> 00:00:55.400 P-H-I-S-H-I-N-G, what is that? 00:00:55.500 --> 00:00:58.263 It starts to evoke, people are maybe fishing for me. 00:00:59.130 --> 00:01:00.030 - That's right, Sal. 00:01:00.030 --> 00:01:01.980 Phishing does have the namesake 00:01:01.980 --> 00:01:05.220 from the word with fishing, with an F, 00:01:05.220 --> 00:01:06.390 but this phishing we're talking 00:01:06.390 --> 00:01:10.560 about is a attempt to impersonate someone, 00:01:10.560 --> 00:01:13.230 a trusted source, or reach you via email, 00:01:13.230 --> 00:01:15.720 phone, or call, and try to get access 00:01:15.720 --> 00:01:17.760 to someone's personal information, 00:01:17.760 --> 00:01:19.470 such as their bank account information, 00:01:19.470 --> 00:01:22.800 their passwords, or address, and things like that. 00:01:22.800 --> 00:01:24.360 So phishing is a way to sort of bait 00:01:24.360 --> 00:01:27.570 and hook someone in to giving up personal information. 00:01:27.570 --> 00:01:29.370 Unfortunately, about 80% 00:01:29.370 --> 00:01:32.250 of all cyberattacks begin with phishing. 00:01:32.250 --> 00:01:34.170 So this is something we think it's really important 00:01:34.170 --> 00:01:36.810 for people to be able to spot and recognize 00:01:36.810 --> 00:01:38.850 on their own so that this doesn't happen to them. 00:01:38.850 --> 00:01:41.433 - And what form do these phishing attacks take? 00:01:42.960 --> 00:01:47.960 - So these can be emails impersonating a trusted source. 00:01:48.900 --> 00:01:52.110 These can come in the form of spammy text links 00:01:52.110 --> 00:01:54.000 or phone calls. 00:01:54.000 --> 00:01:56.280 One of the most important tips that we like 00:01:56.280 --> 00:02:00.000 to advise people is to not click on a URL link 00:02:00.000 --> 00:02:03.060 before verifying that it really is the source you're trying 00:02:03.060 --> 00:02:04.200 to get to. 00:02:04.200 --> 00:02:08.160 So it's always best to actually go directly to a website. 00:02:08.160 --> 00:02:10.290 For example, if you're trying to reach your bank 00:02:10.290 --> 00:02:13.260 or track the delivery of a package, 00:02:13.260 --> 00:02:15.540 type that directly into your URL, 00:02:15.540 --> 00:02:18.840 as opposed to opening a suspicious link right out 00:02:18.840 --> 00:02:21.780 of your email inbox or text message. 00:02:21.780 --> 00:02:24.120 Now, if you want to actually look more closely 00:02:24.120 --> 00:02:26.400 at a link before clicking on it, 00:02:26.400 --> 00:02:28.260 on mobile, you can press and hold down 00:02:28.260 --> 00:02:31.920 on the URL and look for suspicious aspects 00:02:31.920 --> 00:02:34.530 of that link, or typos, 00:02:34.530 --> 00:02:36.330 but you can also just use the option 00:02:36.330 --> 00:02:38.640 to go directly to that link yourself, 00:02:38.640 --> 00:02:39.900 as opposed to opening it out 00:02:39.900 --> 00:02:41.550 of something that looks suspicious. 00:02:41.550 --> 00:02:43.410 - Okay, so this has definitely happened to me 00:02:43.410 --> 00:02:45.750 in the recent past, where I get these text messages 00:02:45.750 --> 00:02:47.760 for, "Fraud alert for your bank account," 00:02:47.760 --> 00:02:48.720 and sometimes it's from a bank 00:02:48.720 --> 00:02:50.100 where I don't even have a bank account, 00:02:50.100 --> 00:02:52.297 so they're just trying to see if I happen to be... 00:02:52.297 --> 00:02:53.850 "Someone just charged $10,000." 00:02:53.850 --> 00:02:55.590 I'm like, oh, my god, and then I look at it 00:02:55.590 --> 00:02:57.450 and the URL looks a little bit shady, 00:02:57.450 --> 00:02:59.670 and to your point, you have to really confirm 00:02:59.670 --> 00:03:01.500 what the URL is, even if it doesn't look shady, 00:03:01.500 --> 00:03:03.960 and on mobile, you can press and hold. 00:03:03.960 --> 00:03:05.647 Sometimes you get these emails that, "Hey. 00:03:05.647 --> 00:03:08.497 "Someone has just done the following on your Amazon account. 00:03:08.497 --> 00:03:11.010 "Go log into your Amazon account here," 00:03:11.010 --> 00:03:15.330 and it's probably a link to a fake Amazon website. 00:03:15.330 --> 00:03:16.500 You type in your credentials. 00:03:16.500 --> 00:03:19.590 Now they can actually log into your Amazon account 00:03:19.590 --> 00:03:22.833 or your banking account, or whatever else. 00:03:23.670 --> 00:03:24.503 - Absolutely. 00:03:24.503 --> 00:03:27.030 So unfortunately that's oftentimes 00:03:27.030 --> 00:03:29.850 a way that folks are trying to grab that password 00:03:29.850 --> 00:03:31.290 and have you hand it over to them. 00:03:31.290 --> 00:03:33.300 So you're exactly right, Sal. 00:03:33.300 --> 00:03:36.390 So we do recommend that people go straight to that URL. 00:03:36.390 --> 00:03:37.223 - Well, thanks for that. 00:03:37.223 --> 00:03:39.480 I think we're all a little bit less likely 00:03:39.480 --> 00:03:41.463 to get phished and get hooked.

How to stay safe online shopping

https://www.youtube.com/watch?v=3IMzIwF_Ptk

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https://www.youtube.com/api/timedtext?v=3IMzIwF_Ptk&ei=rlWUZdrlIY6vp-oPx_iRmAE&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245278&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=C760AA59DDD8EE5DADF62A59CEFFCB199E60F3BC.A1E7AE0DFEA4D3750E9E5276C7603F532AC209A0&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:06.090 --> 00:00:08.550 - So Kelly, you know we all shop online, 00:00:08.550 --> 00:00:11.250 but there's some sites that you know and you use a lot 00:00:11.250 --> 00:00:13.500 and they usually already have your credit card stored 00:00:13.500 --> 00:00:14.333 and I use those. 00:00:14.333 --> 00:00:15.450 But every now and then I buy things 00:00:15.450 --> 00:00:17.820 from sites that I might not be as familiar with. 00:00:17.820 --> 00:00:20.430 And it's a little bit scary 'cause as we all know 00:00:20.430 --> 00:00:22.020 we don't want random people running around 00:00:22.020 --> 00:00:24.510 with our credit card information or more. 00:00:24.510 --> 00:00:26.490 How do you think about that? 00:00:26.490 --> 00:00:28.350 What safeguards or what should we be thinking 00:00:28.350 --> 00:00:30.293 in the back of our minds when we're shopping? 00:00:31.470 --> 00:00:32.580 - Yeah, I agree. 00:00:32.580 --> 00:00:34.470 It's challenging because you know, 00:00:34.470 --> 00:00:36.330 ideally you'd start with somewhere you trust 00:00:36.330 --> 00:00:38.730 but that isn't always an option. 00:00:38.730 --> 00:00:40.140 I think that, first off, 00:00:40.140 --> 00:00:43.110 think about something like HPS that will tell you 00:00:43.110 --> 00:00:45.330 not that they're necessarily a safe shopping site, 00:00:45.330 --> 00:00:47.610 but at least that any information you share 00:00:47.610 --> 00:00:48.510 is going to them. 00:00:48.510 --> 00:00:50.430 I'm basically saying that the site, 00:00:50.430 --> 00:00:51.990 like traffic between you and the site, 00:00:51.990 --> 00:00:54.750 is encrypted so that you know that the site is the 00:00:54.750 --> 00:00:56.130 only people getting it. 00:00:56.130 --> 00:00:58.920 Another thing to think about is, you know 00:00:58.920 --> 00:01:01.170 do you have to share your credit card information? 00:01:01.170 --> 00:01:03.270 So a lot of banks now are doing what we 00:01:03.270 --> 00:01:05.280 call virtual credit card numbers. 00:01:05.280 --> 00:01:06.960 So those are basically 00:01:06.960 --> 00:01:09.660 a throwaway one time number that they'll give you 00:01:09.660 --> 00:01:13.110 where if it ever gets lost or charges against it 00:01:13.110 --> 00:01:14.060 that you don't want 00:01:14.909 --> 00:01:16.800 it's not your normal credit card number, 00:01:16.800 --> 00:01:18.390 so you can kind of get rid of it 00:01:18.390 --> 00:01:21.330 and the damage is limited to that fake one. 00:01:21.330 --> 00:01:22.290 Virtual one. 00:01:22.290 --> 00:01:25.740 So browsers like Chrome and also Android 00:01:25.740 --> 00:01:28.410 have built in features to actually take advantage of this 00:01:28.410 --> 00:01:31.380 and make it easy for you to input your virtual number 00:01:31.380 --> 00:01:33.783 instead of your regular credit card number. 00:01:35.250 --> 00:01:36.083 - This is helpful. 00:01:36.083 --> 00:01:37.110 I thought I was actually pretty savvy. 00:01:37.110 --> 00:01:38.820 I didn't know about these virtual credit card numbers. 00:01:38.820 --> 00:01:41.610 I have to figure out how get some of these. 00:01:41.610 --> 00:01:43.830 Super helpful. Thanks so much Kelly. 00:01:43.830 --> 00:01:44.663 Sure.

Does it really matter what browser I choose?

https://www.youtube.com/watch?v=O0s_o5RvoPk

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https://www.youtube.com/api/timedtext?v=O0s_o5RvoPk&ei=rlWUZaO_CNi5vdIPtc-niAs&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245278&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=A41B43828DA72FAD02757DAB4D2C100874714EE4.31821E248F37A21E9C98FA50CD429F11142C1720&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:06.180 --> 00:00:08.880 - So Kelly, we have several different options 00:00:08.880 --> 00:00:10.740 on what type of browser we use. 00:00:10.740 --> 00:00:14.673 Does it matter from a safety and privacy point of view? 00:00:16.680 --> 00:00:18.660 - Yeah, there are a couple factors that you 00:00:18.660 --> 00:00:20.130 might wanna think about that make 00:00:20.130 --> 00:00:22.440 a browser potentially safer. 00:00:22.440 --> 00:00:25.320 So one thing that's important is how frequently 00:00:25.320 --> 00:00:28.980 the browser updates and ideally automatically updates. 00:00:28.980 --> 00:00:32.850 So attackers are constantly looking for gaps and holes where 00:00:32.850 --> 00:00:34.710 they can press their advantage. 00:00:34.710 --> 00:00:37.290 And browser manufacturers should be looking to 00:00:37.290 --> 00:00:40.590 close those gaps and protect your computer 00:00:40.590 --> 00:00:43.500 by releasing updates with security updates in them. 00:00:43.500 --> 00:00:46.080 Another thing you might wanna consider is what built 00:00:46.080 --> 00:00:48.480 in security protections your browser has. 00:00:48.480 --> 00:00:52.650 So browsers like Chrome, use my team service safe browsing 00:00:52.650 --> 00:00:56.370 to offer malware, phishing, unwanted software protections. 00:00:56.370 --> 00:00:58.920 And so that's basically your first line of defense. 00:00:58.920 --> 00:01:01.680 We'll be looking out for you to see if there is 00:01:01.680 --> 00:01:05.160 a dangerous site and warn you about it so you have that 00:01:05.160 --> 00:01:07.515 before it even touches your computer. 00:01:07.515 --> 00:01:12.390 There are also other things like Chrome has protections 00:01:12.390 --> 00:01:16.500 against dangerous extensions that are offered, as well 00:01:16.500 --> 00:01:19.374 as things like feature that looks for passwords 00:01:19.374 --> 00:01:21.450 that might have been leaked, so you know that you 00:01:21.450 --> 00:01:22.770 can update your password. 00:01:22.770 --> 00:01:26.370 So thinking about what does your browser offer in terms 00:01:26.370 --> 00:01:29.820 of built in security protections can be an important role 00:01:29.820 --> 00:01:31.233 as well. - Super useful.

What’s private or incognito mode?

https://www.youtube.com/watch?v=YGyM9I3GFlw

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https://www.youtube.com/api/timedtext?v=YGyM9I3GFlw&ei=rlWUZdT9JoCCxs0P0YW10A8&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245278&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=0832679E81AEB54DC1F6DE21000CF350F0220CE9.53746F2F93273066C06B161830A7350776AE6CD6&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:05.850 --> 00:00:08.310 - So Kelly, one thing that I see on a lot of browsers, 00:00:08.310 --> 00:00:11.940 they might have like a private mode, or an incognito mode. 00:00:11.940 --> 00:00:13.650 What do those things generally do, 00:00:13.650 --> 00:00:16.470 and how private, or incognito are they, 00:00:16.470 --> 00:00:17.520 and what should we still think about, 00:00:17.520 --> 00:00:19.170 even if we are using those modes? 00:00:21.000 --> 00:00:25.110 - So, generally, a private mode, or incognito mode means 00:00:25.110 --> 00:00:27.900 that what is happening in that browsing session 00:00:27.900 --> 00:00:29.520 on your computer stays there. 00:00:29.520 --> 00:00:31.560 So, sometimes when you browse the web, 00:00:31.560 --> 00:00:34.770 you get things like cookies that remember who you are, 00:00:34.770 --> 00:00:36.930 remember different things that have happened, 00:00:36.930 --> 00:00:40.050 so for instance, a site that you've visited it before, 00:00:40.050 --> 00:00:41.760 maybe that you've logged in before. 00:00:41.760 --> 00:00:43.950 So what those windows do is they say 00:00:43.950 --> 00:00:45.450 that once you close that window, 00:00:45.450 --> 00:00:48.030 everything is forgotten on your computer. 00:00:48.030 --> 00:00:49.740 But what they don't mean, 00:00:49.740 --> 00:00:51.750 is that no one can know what happened, 00:00:51.750 --> 00:00:54.030 because they don't protect against 00:00:54.030 --> 00:00:55.950 other software running on your computer. 00:00:55.950 --> 00:00:57.900 If you're at work, your work administrator 00:00:57.900 --> 00:01:01.170 might still have access to what's happening on your computer 00:01:01.170 --> 00:01:04.740 or even the Wi-fi network might have some sort of record 00:01:04.740 --> 00:01:06.210 of what traffic's going through it. 00:01:06.210 --> 00:01:07.500 - So to clean out a lot of the things 00:01:07.500 --> 00:01:09.360 that might be saved on your computer, 00:01:09.360 --> 00:01:10.650 when you're normally browsing. 00:01:10.650 --> 00:01:13.150 And what are the disadvantages of using that mode? 00:01:15.090 --> 00:01:17.010 - The disadvantages are, 00:01:17.010 --> 00:01:20.460 some of the things that cookies do are conveniences for you. 00:01:20.460 --> 00:01:24.720 So for instance, if you remember your login 00:01:24.720 --> 00:01:26.520 on a website, that makes it much easier 00:01:26.520 --> 00:01:28.020 for you to log in next time. 00:01:28.020 --> 00:01:32.250 Or maybe, you want to have your video service, 00:01:32.250 --> 00:01:33.900 remember what videos you like, 00:01:33.900 --> 00:01:36.540 so that it can give you better suggestions next time. 00:01:36.540 --> 00:01:39.060 So, the internet, there are a lot of advantages 00:01:39.060 --> 00:01:40.950 to some of the things like cookies. 00:01:40.950 --> 00:01:43.580 It's just a question of, in that particular moment, 00:01:43.580 --> 00:01:45.870 is that something that's useful to you? 00:01:45.870 --> 00:01:47.820 Or is that something that you wanna avoid, 00:01:47.820 --> 00:01:51.240 by using a private or incognito browsing? 00:01:51.240 --> 00:01:53.140 - Super useful. Thanks so much, Kelly.

Why you should actually read the URL & be careful with free Wi-Fi

https://www.youtube.com/watch?v=ITJXREJpO9M

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https://www.youtube.com/api/timedtext?v=ITJXREJpO9M&ei=rlWUZbyRMYvpxN8Pr5eR-A4&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245278&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=86D5B29375FA703A58917156F31F17A218CF4FDE.18CA978DC5DDC41E2440D6FC16864F8489D16498&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:06.060 --> 00:00:07.560 - So Kelly, you've convinced me 00:00:07.560 --> 00:00:11.718 that I should be wary as I browse the internet. 00:00:11.718 --> 00:00:14.457 What should I be doing to make sure that I can, 00:00:14.457 --> 00:00:17.253 I can leverage the internet but not get into trouble? 00:00:18.900 --> 00:00:21.390 - Well, I think it all starts with 00:00:21.390 --> 00:00:22.993 where you're connecting to the internet. 00:00:22.993 --> 00:00:25.303 So first off, like you, 00:00:25.303 --> 00:00:27.630 it's great if you're using your own device 00:00:27.630 --> 00:00:30.330 which you trust and your own wifi network 00:00:30.330 --> 00:00:31.350 at home or at work, 00:00:31.350 --> 00:00:33.075 that's kind of the safest option. 00:00:33.075 --> 00:00:36.090 When you're traveling or when you're out and about 00:00:36.090 --> 00:00:37.800 and at a cafe, that's where, you know, 00:00:37.800 --> 00:00:39.360 the internet can start to get a little bit 00:00:39.360 --> 00:00:40.890 more risky just by nature. 00:00:40.890 --> 00:00:44.062 So, you know, the worst thing could be a computer 00:00:44.062 --> 00:00:46.560 like in a hotel lobby where you can log in to get 00:00:46.560 --> 00:00:50.174 your pass or your boarding pass printed out, 00:00:50.174 --> 00:00:53.310 because you don't know who else has used that computer, 00:00:53.310 --> 00:00:54.720 you don't know what they put on it. 00:00:54.720 --> 00:00:56.760 That's completely, you know, risky. 00:00:56.760 --> 00:00:58.860 It could be that they've downloaded something to, 00:00:58.860 --> 00:01:00.150 spyware onto the computer. 00:01:00.150 --> 00:01:01.830 It could be that they've plugged something in 00:01:01.830 --> 00:01:02.663 that's dangerous. 00:01:02.663 --> 00:01:04.350 You know, it depends. 00:01:04.350 --> 00:01:05.940 If you're just doing something safe 00:01:05.940 --> 00:01:08.580 like looking up a local restaurant, that's pretty low risk. 00:01:08.580 --> 00:01:10.240 But once you're starting to think about typing, you know 00:01:10.240 --> 00:01:12.780 your username and password into a computer, 00:01:12.780 --> 00:01:15.341 that's where I would personally be a little more cautious. 00:01:15.341 --> 00:01:16.830 You know? 00:01:16.830 --> 00:01:20.164 And then also you can think about free public wifi networks. 00:01:20.164 --> 00:01:23.107 You really have to think about if you trust the network. 00:01:23.107 --> 00:01:28.107 So a lot of times, you know, most sites use hps encryption. 00:01:28.710 --> 00:01:30.810 So that means between you and that site, 00:01:30.810 --> 00:01:33.450 everything you're sending is private. 00:01:33.450 --> 00:01:34.770 It doesn't mean the site is safe, 00:01:34.770 --> 00:01:36.785 it just means that you guys have a private connection. 00:01:36.785 --> 00:01:40.560 - So make sure I understand this point, especially 00:01:40.560 --> 00:01:43.650 if you're using a public network to ensure, 00:01:43.650 --> 00:01:48.650 look at the url, see the https instead of the http before, 00:01:49.105 --> 00:01:50.377 as part of the url. 00:01:50.377 --> 00:01:52.260 Then you at least know 00:01:52.260 --> 00:01:55.200 that the communications between you and the site is private. 00:01:55.200 --> 00:01:56.989 You still have to make sure it's not a shady site 00:01:56.989 --> 00:01:59.105 but at least other people on that network 00:01:59.105 --> 00:02:01.950 aren't going to be able to see what your password is 00:02:01.950 --> 00:02:04.380 or what you're typing and things like that. 00:02:04.380 --> 00:02:05.370 - Yeah, exactly. 00:02:05.370 --> 00:02:06.203 Exactly.

The basics of safe browsing

https://www.youtube.com/watch?v=bglWBr_rbM0

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https://www.youtube.com/api/timedtext?v=bglWBr_rbM0&ei=rlWUZeONM6KLvdIPmOum8AE&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245278&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=49B4819B292BB11372C826AFF108E61171A54256.795B29BABE9DA56C59C0C0CA6294DBD873429890&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:06.090 --> 00:00:06.923 - Hi, everyone. 00:00:06.923 --> 00:00:08.370 Sal Khan here from Khan Academy, 00:00:08.370 --> 00:00:12.127 and I'm excited to talk a little bit about safe browsing. 00:00:12.127 --> 00:00:14.970 Our guest today is Kelly Hope Harrington, 00:00:14.970 --> 00:00:18.990 who's a Senior Staff Software Engineer at Google. 00:00:18.990 --> 00:00:20.730 Kelly, welcome. 00:00:20.730 --> 00:00:21.570 - Thank you. 00:00:21.570 --> 00:00:23.040 Happy to be here. 00:00:23.040 --> 00:00:25.110 - So safe browsing, 00:00:25.110 --> 00:00:26.005 my sense of browser, we, 00:00:26.005 --> 00:00:29.190 you go to some websites, it sends up some webpages. 00:00:29.190 --> 00:00:31.190 What's the worst that can happen? 00:00:31.190 --> 00:00:33.420 - Oh, well there, there's all sorts 00:00:33.420 --> 00:00:35.460 of bad things that can happen on the internet, 00:00:35.460 --> 00:00:37.020 and I think some of the ones 00:00:37.020 --> 00:00:39.270 that are come to mind first are things 00:00:39.270 --> 00:00:41.340 like phishing or social engineering. 00:00:41.340 --> 00:00:43.320 So someone is trying to trick you 00:00:43.320 --> 00:00:45.360 into thinking they're someone you trust. 00:00:45.360 --> 00:00:47.460 So you share either your personal information 00:00:47.460 --> 00:00:50.280 like your password or your credit card information, 00:00:50.280 --> 00:00:53.640 or maybe you do something that you wouldn't otherwise do 00:00:53.640 --> 00:00:54.800 because you trust them. 00:00:54.800 --> 00:00:56.280 And that could be something 00:00:56.280 --> 00:00:58.200 like downloading, installing malware. 00:00:58.200 --> 00:01:02.070 So, malware is something that will take over your computer. 00:01:02.070 --> 00:01:04.290 The attacker is trying to do something to get value 00:01:04.290 --> 00:01:05.123 out of you. 00:01:05.123 --> 00:01:07.890 So, maybe they want to take some 00:01:07.890 --> 00:01:10.110 of your personal data and sell it on the dark web. 00:01:10.110 --> 00:01:13.200 Maybe they want to do ransomware where they lock 00:01:13.200 --> 00:01:15.120 down your computer and won't let you use it 00:01:15.120 --> 00:01:16.440 until you pay them money. 00:01:16.440 --> 00:01:18.540 Or maybe they wanna do something sneakier 00:01:18.540 --> 00:01:20.520 and do crypto mining in the background 00:01:20.520 --> 00:01:21.630 so your computer gets hot 00:01:21.630 --> 00:01:24.386 and slow while that's happening. 00:01:24.386 --> 00:01:26.370 We also see unwanted software. 00:01:26.370 --> 00:01:29.610 So, unwanted software might have something that you do value 00:01:29.610 --> 00:01:30.945 but also does something else. 00:01:30.945 --> 00:01:32.700 - Yeah, so I just wanna make sure I understand this 00:01:32.700 --> 00:01:34.470 'cause we talk in other videos about phishing where 00:01:34.470 --> 00:01:37.260 someone pretends to send you an emergency letter 00:01:37.260 --> 00:01:38.730 from a bank or whatever, 00:01:38.730 --> 00:01:42.090 and many of those phishing attacks usually try to get you 00:01:42.090 --> 00:01:43.492 to some type of a website. 00:01:43.492 --> 00:01:45.990 And this is where, once again, you're browsing now. 00:01:45.990 --> 00:01:46.823 You need to make sure that 00:01:46.823 --> 00:01:49.530 that's actually the website that you think it is. 00:01:49.530 --> 00:01:50.430 - Yeah, yeah. 00:01:50.430 --> 00:01:52.350 You know, I think that the attackers 00:01:52.350 --> 00:01:53.640 know you're looking for stuff, 00:01:53.640 --> 00:01:55.200 so they're trying to take advantage 00:01:55.200 --> 00:01:57.540 of you're already naturally trying to go 00:01:57.540 --> 00:01:58.410 and download something, 00:01:58.410 --> 00:02:01.020 and that is their opportunity to try and trick you, 00:02:01.020 --> 00:02:02.250 and try and get you to do something 00:02:02.250 --> 00:02:03.720 that you weren't otherwise gonna do. 00:02:03.720 --> 00:02:04.623 - Super helpful.

How can I keep all my smart devices secure?

https://www.youtube.com/watch?v=pzkAwJhtTPc

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https://www.youtube.com/api/timedtext?v=pzkAwJhtTPc&ei=rlWUZZT0OL-HhcIPuf-M0A4&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245278&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=A2061A4CF02AB9A5D5C52D701B6546B2BBCDA144.80C5375BD4E30461E9E9A1149E36CF7D994D0D44&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:06.060 --> 00:00:07.590 - So Mark, so far we've talked a lot 00:00:07.590 --> 00:00:10.800 about device security and when we talk about devices 00:00:10.800 --> 00:00:12.337 at least in my mind, I imagine my phone, 00:00:12.337 --> 00:00:15.761 I imagine my laptop, a tablet, maybe a smart watch, 00:00:15.761 --> 00:00:19.920 but there's actually a much broader universe of devices, 00:00:19.920 --> 00:00:22.468 smart devices, you know, smart light bulbs, 00:00:22.468 --> 00:00:25.121 things we might put on things so that we don't lose them. 00:00:25.121 --> 00:00:27.690 How does that play into this whole notion 00:00:27.690 --> 00:00:28.950 of device security? 00:00:28.950 --> 00:00:30.540 Should we just, you know, not worry 00:00:30.540 --> 00:00:33.570 about the smart light bulb or whatever else we might buy? 00:00:33.570 --> 00:00:35.970 Or should that also be part of the picture? 00:00:35.970 --> 00:00:39.690 - I worry about smart devices a little bit 00:00:39.690 --> 00:00:41.636 and the reason is that we've now got, 00:00:41.636 --> 00:00:43.890 I just scratched myself in shot, 00:00:43.890 --> 00:00:47.040 comparable power to what was on the original space shuttle, 00:00:47.040 --> 00:00:49.770 inside that light bulb, inside that wall switch. 00:00:49.770 --> 00:00:52.080 Now, for the most part, they're not doing that much. 00:00:52.080 --> 00:00:54.570 They don't have access usually to your data. 00:00:54.570 --> 00:00:56.040 You know, if it has a camera or something, 00:00:56.040 --> 00:00:57.240 that's another issue. 00:00:57.240 --> 00:01:00.480 But literally for a light bulb, the biggest concern 00:01:00.480 --> 00:01:02.640 is that it has access to your home network. 00:01:02.640 --> 00:01:04.065 It's on that same wifi 00:01:04.065 --> 00:01:07.530 with your laptop and your phone and your tablet, 00:01:07.530 --> 00:01:09.845 and they may be sharing sensitive information. 00:01:09.845 --> 00:01:13.704 So for that reason, what I tend to do is to not buy 00:01:13.704 --> 00:01:16.680 the absolute cheapest light bulb I can find, 00:01:16.680 --> 00:01:18.270 because those companies, 00:01:18.270 --> 00:01:21.900 with their very thin profit margins often don't update 00:01:21.900 --> 00:01:23.580 that you know, tiny little computer 00:01:23.580 --> 00:01:25.050 that's inside the light bulb, 00:01:25.050 --> 00:01:26.850 so it may have vulnerabilities, 00:01:26.850 --> 00:01:29.550 it may have weaknesses that hackers can exploit. 00:01:29.550 --> 00:01:31.931 There are actually a few examples of that happening. 00:01:31.931 --> 00:01:33.150 So in this case, 00:01:33.150 --> 00:01:36.090 what happened is somebody found a vulnerability 00:01:36.090 --> 00:01:39.180 affecting millions and millions of light bulbs 00:01:39.180 --> 00:01:41.545 and switches and smart toasters and what have you, 00:01:41.545 --> 00:01:44.850 and they were able to get them all to wake up 00:01:44.850 --> 00:01:48.369 at the same time and to hit one particular website 00:01:48.369 --> 00:01:50.397 until that website was overwhelmed 00:01:50.397 --> 00:01:52.770 and couldn't keep up with the traffic. 00:01:52.770 --> 00:01:55.590 That's called a denial of service attack. 00:01:55.590 --> 00:01:57.587 And so by doing that, they were able to use 00:01:57.587 --> 00:02:00.402 lots of innocent people's smart light bulbs 00:02:00.402 --> 00:02:03.930 and smart toasters to do some real damage. 00:02:03.930 --> 00:02:07.020 So scary, scary crimes not affecting the person 00:02:07.020 --> 00:02:09.060 in the house, but affecting, you know, 00:02:09.060 --> 00:02:10.950 some victim down the road. 00:02:10.950 --> 00:02:12.355 Again, the best solution to this 00:02:12.355 --> 00:02:16.093 is getting devices that are updated and patched, 00:02:16.093 --> 00:02:18.900 that do receive those same security updates 00:02:18.900 --> 00:02:21.030 that you get on your phone or your laptop. 00:02:21.030 --> 00:02:22.860 And most of the reputable brands, you know, 00:02:22.860 --> 00:02:24.914 certainly the Google Nest devices, but most 00:02:24.914 --> 00:02:28.089 of the reputable brands will have those security updates, 00:02:28.089 --> 00:02:30.189 so you'll be in a pretty good place there.

What can I do to protect my devices?

https://www.youtube.com/watch?v=fnGNEn1EEYk

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https://www.youtube.com/api/timedtext?v=fnGNEn1EEYk&ei=rlWUZb-wM5SVhcIPit6GsA8&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245278&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=5527683E2EC76690EAAA50CB5E3BC0D993B7E0ED.D1718EC70FC18375AD602BC10ED0764831C66B64&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:06.060 --> 00:00:07.260 - Mark, I'm pretty convinced 00:00:07.260 --> 00:00:11.010 that I need to protect my devices from other folks. 00:00:11.010 --> 00:00:12.780 How should I think about that? 00:00:12.780 --> 00:00:15.420 How does one protect their device? 00:00:15.420 --> 00:00:16.253 - Yeah. 00:00:16.253 --> 00:00:20.910 The first piece is really taking what the manufacturers 00:00:20.910 --> 00:00:23.220 and the companies behind them are giving you. 00:00:23.220 --> 00:00:25.860 So, when you receive this notice that, 00:00:25.860 --> 00:00:28.650 you know, your phone is ready to get a security update 00:00:28.650 --> 00:00:30.000 or ready to get a patch, 00:00:30.000 --> 00:00:33.180 it's really important to do that ASAP. 00:00:33.180 --> 00:00:36.330 The reason is that, once that alert shows up, 00:00:36.330 --> 00:00:39.480 the attackers basically know about a vulnerability. 00:00:39.480 --> 00:00:41.490 So it's kind of like if somebody says, 00:00:41.490 --> 00:00:42.697 you know, on allowed speaker, 00:00:42.697 --> 00:00:44.700 "Hey, your front door is unlocked." 00:00:44.700 --> 00:00:46.410 Like, the longer you wait, 00:00:46.410 --> 00:00:48.420 the more chance for someone to come in. 00:00:48.420 --> 00:00:50.160 So, I know it can be annoying, 00:00:50.160 --> 00:00:51.420 you're in the middle of a meeting, 00:00:51.420 --> 00:00:53.790 you're running for a taxi, what have you, 00:00:53.790 --> 00:00:55.410 but the sooner that you do that, 00:00:55.410 --> 00:00:57.210 the better you are protected. 00:00:57.210 --> 00:01:00.300 On Google devices, on Android phones, 00:01:00.300 --> 00:01:02.010 on our pixel phones, 00:01:02.010 --> 00:01:03.420 we push these out 00:01:03.420 --> 00:01:06.510 and try to make it so it's as easy as possible. 00:01:06.510 --> 00:01:07.800 So there are very few steps, 00:01:07.800 --> 00:01:09.690 very few things for you to worry about. 00:01:09.690 --> 00:01:10.830 It will take a few minutes, 00:01:10.830 --> 00:01:12.630 it will use some wifi data, 00:01:12.630 --> 00:01:15.150 but that's probably the first and best recommendation 00:01:15.150 --> 00:01:16.800 I'd give. 00:01:16.800 --> 00:01:17.633 - That's a really interesting point 00:01:17.633 --> 00:01:19.530 because I think all of us, sometimes 00:01:19.530 --> 00:01:22.380 whatever device we're using from whichever manufacturer, 00:01:22.380 --> 00:01:23.970 they always say, oh, would you like to update? 00:01:23.970 --> 00:01:24.900 You know, and all this. 00:01:24.900 --> 00:01:25.740 And we're like, oh, I'm busy. 00:01:25.740 --> 00:01:28.140 I don't wanna restart things, et cetera, et cetera. 00:01:28.140 --> 00:01:30.270 But to your point, it's not just about, 00:01:30.270 --> 00:01:32.280 oh, there's been some shady behavior 00:01:32.280 --> 00:01:34.110 that's already occurred and this protects you, 00:01:34.110 --> 00:01:36.570 but it's a big beacon to say, 00:01:36.570 --> 00:01:39.060 hey, in case you didn't notice shady folks, 00:01:39.060 --> 00:01:41.700 these are ways that you might. 00:01:41.700 --> 00:01:45.810 So that's a really good time to update. 00:01:45.810 --> 00:01:48.030 What other things should I watch out for? 00:01:48.030 --> 00:01:52.170 - One of them is to only install apps from trusted sources. 00:01:52.170 --> 00:01:54.900 So, on your iPhone, it comes from the App Store, 00:01:54.900 --> 00:01:58.530 on your Google Android phone, it comes from the Play Store. 00:01:58.530 --> 00:02:01.650 We test these on a continuous basis. 00:02:01.650 --> 00:02:02.880 The Google Play Protect 00:02:02.880 --> 00:02:06.420 scans billions of applications and is continually updating 00:02:06.420 --> 00:02:07.920 to ensure that you're only getting 00:02:07.920 --> 00:02:08.910 things that have been vetted 00:02:08.910 --> 00:02:10.590 and that have gone through scanning. 00:02:10.590 --> 00:02:13.080 But if you're trying to get something for nothing, 00:02:13.080 --> 00:02:14.670 or, you know, often is the case, 00:02:14.670 --> 00:02:16.890 your kids are trying to get something for nothing 00:02:16.890 --> 00:02:18.990 and they find a free version of a game 00:02:18.990 --> 00:02:21.810 that's in some, you know, dodgy corner of the web, 00:02:21.810 --> 00:02:23.820 this is kind of like going down a dark alley 00:02:23.820 --> 00:02:25.440 and, you know, buying stuff from somebody 00:02:25.440 --> 00:02:26.730 with a trench coat on. 00:02:26.730 --> 00:02:28.050 You get what you pay for 00:02:28.050 --> 00:02:31.080 and what that might include is viruses, malware, 00:02:31.080 --> 00:02:32.160 and hacking threats. 00:02:32.160 --> 00:02:33.480 - No, no, I agree so much with that 00:02:33.480 --> 00:02:35.280 because sometimes I've looked for like, even a patch 00:02:35.280 --> 00:02:36.390 from a well known, you know, 00:02:36.390 --> 00:02:37.770 from some piece of software that comes. 00:02:37.770 --> 00:02:40.800 And I do it and some of these shady actors actually 00:02:40.800 --> 00:02:42.810 have search results that are pretty high 00:02:42.810 --> 00:02:45.300 that they might be a paid ad or something like that. 00:02:45.300 --> 00:02:46.980 And I'm not sure whether they're necessarily 00:02:46.980 --> 00:02:50.400 but you realize that the person claiming to provide a patch 00:02:50.400 --> 00:02:51.360 for a certain piece of software 00:02:51.360 --> 00:02:54.150 isn't necessarily the publisher of that software. 00:02:54.150 --> 00:02:55.080 So I'm not saying necessarily 00:02:55.080 --> 00:02:56.340 that those are good or bad actors, 00:02:56.340 --> 00:02:58.020 but it is vary to your point, 00:02:58.020 --> 00:03:00.060 be extra careful you're installing anything 00:03:00.060 --> 00:03:02.310 on a any kind of device who it's coming from. 00:03:02.310 --> 00:03:05.430 - We built something at Google called the Security Checkup 00:03:05.430 --> 00:03:07.590 really designed to be this one stop shop 00:03:07.590 --> 00:03:09.780 for all your devices, 00:03:09.780 --> 00:03:12.030 everything you've got connected to your account. 00:03:12.030 --> 00:03:16.440 So there's a simple link g.co/security checkup. 00:03:16.440 --> 00:03:18.690 And what that does is it runs through 00:03:18.690 --> 00:03:21.060 is your device protected against local threats, 00:03:21.060 --> 00:03:22.560 you know, somebody grabbing it and just, 00:03:22.560 --> 00:03:24.180 you know , surfing your data, 00:03:24.180 --> 00:03:26.580 is it protected against online hacking, 00:03:26.580 --> 00:03:29.460 are you up to date with patches and security issues, 00:03:29.460 --> 00:03:33.120 are you installing, you know, apps from safe locations. 00:03:33.120 --> 00:03:35.730 Basically all the tips that I would give somebody 00:03:35.730 --> 00:03:38.040 bundled together into this one stop shop, 00:03:38.040 --> 00:03:40.113 g.co/security checkup.

How passwords and screenlocks help protect you

https://www.youtube.com/watch?v=NmKep8SLllM

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https://www.youtube.com/api/timedtext?v=NmKep8SLllM&ei=s1WUZe-YONKmmLAPnIGbuAI&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245283&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=80E5487C0E2452A62643F635ED6B193093E42045.29759820D70A36C89560B784F7E5C990A2A958A4&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:06.030 --> 00:00:07.170 - I could go on for hours 00:00:07.170 --> 00:00:08.910 about things to think about with passwords. 00:00:08.910 --> 00:00:11.597 Maybe the top two is that initially 00:00:11.597 --> 00:00:16.597 that a password needs to be unique on every different site. 00:00:17.370 --> 00:00:21.060 And the reason for that is that if you share a password, 00:00:21.060 --> 00:00:23.733 if you use the same, you know, your kid's middle name 00:00:23.733 --> 00:00:26.127 as the password on three different sites 00:00:26.127 --> 00:00:28.680 and any one of those gets broken into, 00:00:28.680 --> 00:00:32.108 now the attackers know your password to use elsewhere. 00:00:32.108 --> 00:00:34.830 And unfortunately for many of us, you know, 00:00:34.830 --> 00:00:35.760 there are these rules. 00:00:35.760 --> 00:00:38.400 You need to use capital letters and symbols 00:00:38.400 --> 00:00:39.720 and punctuation and numbers 00:00:39.720 --> 00:00:41.396 and it becomes impossible to remember, 00:00:41.396 --> 00:00:43.530 so what many people do is they come up 00:00:43.530 --> 00:00:46.843 with one strong password and then use it everywhere. 00:00:46.843 --> 00:00:50.400 And that's really a bad idea because again, 00:00:50.400 --> 00:00:52.260 you're vulnerable if it gets reused, 00:00:52.260 --> 00:00:54.276 if any of those sites gets compromised 00:00:54.276 --> 00:00:56.280 now it's out there in the open. 00:00:56.280 --> 00:00:59.940 So instead what we recommend is to use a password manager 00:00:59.940 --> 00:01:01.650 which is an app that remembers 00:01:01.650 --> 00:01:04.290 and then auto fills wherever you go. 00:01:04.290 --> 00:01:05.880 We have the Google password manager, 00:01:05.880 --> 00:01:07.795 it's built into Android, it's built into Chrome. 00:01:07.795 --> 00:01:10.320 But other OS makers, other, you know, 00:01:10.320 --> 00:01:11.670 vendors have their products. 00:01:11.670 --> 00:01:13.937 There's third party ones that are both free and paid. 00:01:13.937 --> 00:01:17.040 Again, you know, you might get what you pay for, 00:01:17.040 --> 00:01:19.013 so don't just take anything out there 00:01:19.013 --> 00:01:20.880 but if it's coming from Google, 00:01:20.880 --> 00:01:22.316 if it's coming from one of these big companies, 00:01:22.316 --> 00:01:25.204 that's much much better than memorizing 00:01:25.204 --> 00:01:27.779 and reusing that same password in multiple places. 00:01:27.779 --> 00:01:29.730 - And that makes a ton of sense. 00:01:29.730 --> 00:01:31.341 I mean, when we talk about the passwords 00:01:31.341 --> 00:01:34.200 for different websites, but what about, you know 00:01:34.200 --> 00:01:36.450 getting into your device or you know, 00:01:36.450 --> 00:01:38.054 your smartwatch or whatever, you know, 00:01:38.054 --> 00:01:40.650 and now you have other options, you can, 00:01:40.650 --> 00:01:43.230 there's biometrics, your thumbprint, or your face scan 00:01:43.230 --> 00:01:44.100 and all of that. 00:01:44.100 --> 00:01:45.600 Does it matter or is it, hey, 00:01:45.600 --> 00:01:48.325 this is pretty low risk that, you know, some spy 00:01:48.325 --> 00:01:50.940 from another country is going to get access to my phone 00:01:50.940 --> 00:01:51.773 so I should just, you know, 00:01:51.773 --> 00:01:53.610 it's just really to keep my kids out. 00:01:53.610 --> 00:01:54.481 - Yeah, so I mean, it depends. 00:01:54.481 --> 00:01:57.210 For most of us, what we're dealing with 00:01:57.210 --> 00:02:01.104 on device screen locks is that I left it in a taxi 00:02:01.104 --> 00:02:04.010 or a roommate or family member picked this up. 00:02:04.010 --> 00:02:07.066 And so then the threat model is pretty constrained. 00:02:07.066 --> 00:02:10.277 And it generally is okay to reuse, you know, 00:02:10.277 --> 00:02:12.870 to use a simple pin or a biometric. 00:02:12.870 --> 00:02:16.292 Now you do have to think about who else has access to it. 00:02:16.292 --> 00:02:19.572 In my own household, I have very smart kids, 00:02:19.572 --> 00:02:22.514 they watch Khan Academy videos, they've learned a lot. 00:02:22.514 --> 00:02:25.740 And so if I set the same thing for my watch, 00:02:25.740 --> 00:02:27.780 my wife's watch, my tablet, my phone, 00:02:27.780 --> 00:02:29.594 and they shoulder surf any of those, 00:02:29.594 --> 00:02:31.662 we have that same problem of you know, 00:02:31.662 --> 00:02:34.478 once it falls in one place it goes everywhere. 00:02:34.478 --> 00:02:37.170 For the most part though, I'm not that worried about that. 00:02:37.170 --> 00:02:39.720 - I have to say my oldest son, if there was 00:02:39.720 --> 00:02:42.278 like an Olympics for this, he would be a medalist. 00:02:42.278 --> 00:02:43.410 He can't help it. 00:02:43.410 --> 00:02:45.570 He knows he, but if someone, if you're in the room 00:02:45.570 --> 00:02:47.370 he somehow knows exactly what you typed in. 00:02:47.370 --> 00:02:48.269 So anyway, yes, beware. 00:02:48.269 --> 00:02:51.068 And I think he's a force for good, but there might be - 00:02:51.068 --> 00:02:54.586 - Yeah, I mean, foreign spies and 10 year old kids 00:02:54.586 --> 00:02:57.436 like there's a, you know, interesting Venn diagram there.

What do we mean by device security? Why should we care about this?

https://www.youtube.com/watch?v=h-cmy7Iq6g4

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https://www.youtube.com/api/timedtext?v=h-cmy7Iq6g4&ei=tFWUZYygJdGgp-oPxZaHyAI&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245284&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=1738C0C80319A2F9F6B88685B79B98C2D96E8905.BC87632DDD360F0081B823B6920475BFECBC83F4&key=yt8&lang=en&fmt=vtt

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WEBVTT Kind: captions Language: en 00:00:06.030 --> 00:00:06.863 - Hi, everyone. 00:00:06.863 --> 00:00:08.190 Sal Khan here from Khan Academy, 00:00:08.190 --> 00:00:09.570 and I'm here with Mark Risher 00:00:09.570 --> 00:00:14.130 who is director of Product Management at Android at Google 00:00:14.130 --> 00:00:16.800 to talk a little bit about device security. 00:00:16.800 --> 00:00:18.090 So Mark, welcome. 00:00:18.090 --> 00:00:21.810 And my first question is what is device security? 00:00:21.810 --> 00:00:23.430 Are we talking about somehow keeping 00:00:23.430 --> 00:00:25.563 our mobile devices secure? 00:00:26.460 --> 00:00:27.720 - We are talking about that. 00:00:27.720 --> 00:00:30.540 We're trying to say, how do you make sure your device, 00:00:30.540 --> 00:00:32.400 your mobile phone, your tablet, 00:00:32.400 --> 00:00:34.380 anything that's digital these days 00:00:34.380 --> 00:00:37.830 is guarded against unwanted access? 00:00:37.830 --> 00:00:41.040 That could be coming from hackers in some other country, 00:00:41.040 --> 00:00:43.689 it could be coming from someone in the room next door. 00:00:43.689 --> 00:00:45.510 In all cases, we wanna give you 00:00:45.510 --> 00:00:48.390 the right level of protection and security. 00:00:48.390 --> 00:00:50.190 - And I just wanna make this tangible for folks, 00:00:50.190 --> 00:00:51.240 'cause I think we all have a sense that, 00:00:51.240 --> 00:00:53.880 okay, you know, we don't want people messing around 00:00:53.880 --> 00:00:56.550 on our phones or on our tablets or our laptops, 00:00:56.550 --> 00:01:01.550 but when has device security not gone well for folks? 00:01:01.714 --> 00:01:02.547 (Mark chuckles) 00:01:02.547 --> 00:01:04.800 - There's more and more information on these devices. 00:01:04.800 --> 00:01:06.690 You know, we trust them with, 00:01:06.690 --> 00:01:09.900 not just whatever the application itself is asking us, 00:01:09.900 --> 00:01:12.420 but often it knows where you are in the world, 00:01:12.420 --> 00:01:15.000 your location, it knows what you've typed in 00:01:15.000 --> 00:01:15.870 and what you've searched, 00:01:15.870 --> 00:01:17.820 it knows whom you're communicating with. 00:01:17.820 --> 00:01:19.260 All these different dimensions, 00:01:19.260 --> 00:01:21.360 you know, they can be exploited. 00:01:21.360 --> 00:01:23.400 For the most part, good things are happening 00:01:23.400 --> 00:01:25.380 and I'm definitely an optimist in this space. 00:01:25.380 --> 00:01:26.670 But we wanna make sure 00:01:26.670 --> 00:01:29.100 that people understand what's going on, 00:01:29.100 --> 00:01:31.800 understand who has access to the information 00:01:31.800 --> 00:01:34.560 and then they can make the appropriate decisions 00:01:34.560 --> 00:01:37.530 and trade-offs so that they get the right level of control 00:01:37.530 --> 00:01:40.620 without sacrificing all that's really cool about technology. 00:01:40.620 --> 00:01:43.590 I really try not to frighten people, 00:01:43.590 --> 00:01:45.600 but to say, you know, what could happen? 00:01:45.600 --> 00:01:48.960 What could happen if all of your location information 00:01:48.960 --> 00:01:51.660 were out there is, you know, on a continuum, 00:01:51.660 --> 00:01:53.520 from it could be embarrassing 00:01:53.520 --> 00:01:55.860 to bad things could happen in the real world 00:01:55.860 --> 00:01:57.480 if someone knows exactly where you're going 00:01:57.480 --> 00:01:59.250 to be at a given time, 00:01:59.250 --> 00:02:01.890 to they cross correlate that information 00:02:01.890 --> 00:02:03.630 with something else and they use that 00:02:03.630 --> 00:02:06.210 to maybe send you a scam, 00:02:06.210 --> 00:02:09.090 send you a phishing warning, send you, 00:02:09.090 --> 00:02:11.580 you know, some sort of crime could take place. 00:02:11.580 --> 00:02:16.050 There really is quite a breadth and unfortunately, 00:02:16.050 --> 00:02:18.540 these criminals are very motivated 00:02:18.540 --> 00:02:20.160 and they're seeing positive results, 00:02:20.160 --> 00:02:22.170 so they do keep innovating. 00:02:22.170 --> 00:02:23.460 And that's again why we want people 00:02:23.460 --> 00:02:25.500 to have that right level of protection, 00:02:25.500 --> 00:02:26.880 that right level of control 00:02:26.880 --> 00:02:29.280 over their sensitive data on their devices. 00:02:29.280 --> 00:02:31.320 - Yeah, one of the things that immediately comes into mind 00:02:31.320 --> 00:02:33.270 in other videos we've produced, 00:02:33.270 --> 00:02:35.970 we talk about how two-factor authentication 00:02:35.970 --> 00:02:36.810 is really important, 00:02:36.810 --> 00:02:38.460 because for someone to be able 00:02:38.460 --> 00:02:39.780 to get access to your password 00:02:39.780 --> 00:02:42.060 and your device is very unlikely. 00:02:42.060 --> 00:02:44.820 But to your point, if they do get access to your device 00:02:44.820 --> 00:02:47.700 or if they're able to track your movements in some way, 00:02:47.700 --> 00:02:50.850 they might be able to fake being you 00:02:50.850 --> 00:02:54.120 a little bit better and get access to all sorts of things 00:02:54.120 --> 00:02:56.280 or pretend to be you and embarrass you at minimum, 00:02:56.280 --> 00:02:58.920 or do worse, access to your bank accounts, et cetera. 00:02:58.920 --> 00:03:00.240 - Yeah, that's actually the one 00:03:00.240 --> 00:03:01.830 that I'm even more scared of. 00:03:01.830 --> 00:03:03.217 People might say, you know, 00:03:03.217 --> 00:03:04.800 "I don't do anything suspicious. 00:03:04.800 --> 00:03:06.960 I don't do anything risky. What do I care?" 00:03:06.960 --> 00:03:10.650 But the problem is that then what the attackers wanna do 00:03:10.650 --> 00:03:14.430 is leverage your reputation to go after someone else. 00:03:14.430 --> 00:03:15.990 And that can be terrible. 00:03:15.990 --> 00:03:18.030 Some of you may have seen what we call 00:03:18.030 --> 00:03:20.280 the "Mugged in London" scam. 00:03:20.280 --> 00:03:22.890 You get a message that looks like it's from your uncle 00:03:22.890 --> 00:03:25.770 or your cousin or your grandmother or what have you, 00:03:25.770 --> 00:03:27.570 saying, "I've been attacked. 00:03:27.570 --> 00:03:29.250 Please wire money to me." 00:03:29.250 --> 00:03:30.270 And this is a scam. 00:03:30.270 --> 00:03:31.410 It's coming from the attackers 00:03:31.410 --> 00:03:33.660 who broke into that person's account 00:03:33.660 --> 00:03:36.030 and then sent it to all their family members. 00:03:36.030 --> 00:03:37.680 So again, even if you're not worried 00:03:37.680 --> 00:03:39.990 that you yourself have sensitive data, 00:03:39.990 --> 00:03:41.010 what you really don't want 00:03:41.010 --> 00:03:43.860 is somebody taking your reputation 00:03:43.860 --> 00:03:45.750 and using that to bootstrap their way 00:03:45.750 --> 00:03:47.670 into even more heinous crimes. 00:03:47.670 --> 00:03:48.503 - Wow. That's so powerful. 00:03:48.503 --> 00:03:51.270 I could imagine if someone close to me texted me right now 00:03:51.270 --> 00:03:52.530 and said that, I'd be like, "Oh yeah, 00:03:52.530 --> 00:03:54.180 how do I help them?" - Yeah, yeah, yeah. 00:03:54.180 --> 00:03:55.650 - It's a good word of warning. 00:03:55.650 --> 00:03:58.050 - And then both parties feel guilty about that. 00:03:58.050 --> 00:03:59.880 It's terrible in all around. 00:03:59.880 --> 00:04:02.940 It's really this awful exploitation. I hate it. 00:04:02.940 --> 00:04:04.680 - Okay, whether or not you intended to do it, 00:04:04.680 --> 00:04:06.960 you scared me a little bit, which I think is good. 00:04:06.960 --> 00:04:07.890 - But there's hope. There's hope. 00:04:07.890 --> 00:04:09.190 We can work together, Sal.

How can I review the security of my account?

https://www.youtube.com/watch?v=E9EA4nGf6NQ

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WEBVTT Kind: captions Language: en 00:00:06.090 --> 00:00:08.490 - So Guemmy, you've given us a lot of tips 00:00:08.490 --> 00:00:09.390 and things to think about. 00:00:09.390 --> 00:00:11.820 Is there a way to just see where we are 00:00:11.820 --> 00:00:14.820 in terms of our account security? 00:00:14.820 --> 00:00:18.360 - Yeah. One thing I love that's evolved in the industry 00:00:18.360 --> 00:00:19.410 over the last few years 00:00:19.410 --> 00:00:21.360 is a lot of the tech providers 00:00:21.360 --> 00:00:24.600 have developed very simple and easy to use tools. 00:00:24.600 --> 00:00:25.803 Like a number of us have things 00:00:25.803 --> 00:00:29.580 that are like a security checkup for instance. 00:00:29.580 --> 00:00:31.200 And it's a simple place where you can go 00:00:31.200 --> 00:00:33.191 to be like, "What are the top things I need to look at 00:00:33.191 --> 00:00:35.070 to get my security better? 00:00:35.070 --> 00:00:36.660 And what is the state that I'm in?" 00:00:36.660 --> 00:00:37.493 Like for example, 00:00:37.493 --> 00:00:38.820 some will give you a score, 00:00:38.820 --> 00:00:40.800 you know, like your 99% safe. 00:00:40.800 --> 00:00:43.140 Or you could have a color, like a red, green and yellow. 00:00:43.140 --> 00:00:45.450 And so it's really good to go into those 00:00:45.450 --> 00:00:48.090 and see what specific things in your account 00:00:48.090 --> 00:00:49.563 that you need to go and fix. 00:00:50.400 --> 00:00:51.233 - That's super helpful. 00:00:51.233 --> 00:00:53.520 I have to say, I thought I knew this pretty well, 00:00:53.520 --> 00:00:55.655 and I do about 80% of what you've been talking about, 00:00:55.655 --> 00:00:57.300 but I have a little bit of work to do 00:00:57.300 --> 00:00:59.994 to tighten up my my account security after this. 00:00:59.994 --> 00:01:01.230 (Sal laughs) 00:01:01.230 --> 00:01:02.160 - Yeah, definitely. 00:01:02.160 --> 00:01:03.900 And, and you know, like a lot of companies, 00:01:03.900 --> 00:01:04.733 including Google, 00:01:04.733 --> 00:01:06.583 we do a lot in the background automatically 00:01:06.583 --> 00:01:08.070 to protect users. 00:01:08.070 --> 00:01:11.737 And so when one of your services actually tells you like, 00:01:11.737 --> 00:01:13.440 "Hey, there is something to pay attention to." 00:01:13.440 --> 00:01:14.273 You really should, 00:01:14.273 --> 00:01:16.860 because that's the last mile that need to you to do 00:01:16.860 --> 00:01:19.020 in order to protect you more fully. 00:01:19.020 --> 00:01:19.853 - Super useful. 00:01:19.853 --> 00:01:21.510 - Thanks so much Guemmy. 00:01:21.510 --> 00:01:22.660 - Of course. Thank you.

How adding your phone number and 2-factor authentication helps protect your account

https://www.youtube.com/watch?v=TSqnoO0fUpU

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WEBVTT Kind: captions Language: en 00:00:06.150 --> 00:00:09.090 - All right, Guemmy, so sometimes sites ask for, 00:00:09.090 --> 00:00:11.040 like, a phone number for security purposes, 00:00:11.040 --> 00:00:13.440 and I'm always actually afraid to give my phone number. 00:00:13.440 --> 00:00:15.000 One, I just don't want random people calling me 00:00:15.000 --> 00:00:15.833 all the time. 00:00:15.833 --> 00:00:18.060 But how do you think about that? 00:00:18.060 --> 00:00:20.670 When is it valuable or maybe not so valuable? 00:00:20.670 --> 00:00:22.470 - Yeah, it's actually super important 00:00:22.470 --> 00:00:25.680 that when a site asks you for a security phone number 00:00:25.680 --> 00:00:27.210 that you provide it. 00:00:27.210 --> 00:00:28.530 I think most people would agree 00:00:28.530 --> 00:00:29.640 that they wouldn't hesitate 00:00:29.640 --> 00:00:32.100 to give their credit card company their phone number, 00:00:32.100 --> 00:00:33.510 because in the case of fraud, 00:00:33.510 --> 00:00:35.550 you do want them to contact you 00:00:35.550 --> 00:00:37.590 and to verify those charges so that, you know, 00:00:37.590 --> 00:00:39.750 you're not responsible for them, et cetera. 00:00:39.750 --> 00:00:42.030 In the same way, providing your phone number 00:00:42.030 --> 00:00:44.100 to these online companies 00:00:44.100 --> 00:00:46.740 gives a way for the companies to contact you 00:00:46.740 --> 00:00:48.360 in case that there's issues. 00:00:48.360 --> 00:00:49.590 In addition to that, 00:00:49.590 --> 00:00:53.610 the phone number itself is actually a security mechanism. 00:00:53.610 --> 00:00:56.310 So, for example, a lot of us on banking services, 00:00:56.310 --> 00:00:57.300 we've tried to log in 00:00:57.300 --> 00:01:00.369 and then the banking service would send us an SMS code 00:01:00.369 --> 00:01:02.910 sent to your mobile phone number, 00:01:02.910 --> 00:01:04.140 and then you're able to enter that, 00:01:04.140 --> 00:01:07.260 before you're even able to log in. 00:01:07.260 --> 00:01:10.020 And what that does is it actually prevents that fraud 00:01:10.020 --> 00:01:11.460 from even happening. 00:01:11.460 --> 00:01:13.620 And so instead of just the bank calls you 00:01:13.620 --> 00:01:14.490 because there's fraud, 00:01:14.490 --> 00:01:17.220 it's like, hey, let's prevent the fraud in the first place. 00:01:17.220 --> 00:01:19.290 - I have to say, that last point is very important. 00:01:19.290 --> 00:01:21.360 Like people think this is all theoretical. 00:01:21.360 --> 00:01:23.940 I, on not every day, that would really freak me out, 00:01:23.940 --> 00:01:26.040 but you know, several times in the past year, 00:01:26.040 --> 00:01:28.110 I get a little code like, you know, 00:01:28.110 --> 00:01:30.300 so and so was trying to log in to your account 00:01:30.300 --> 00:01:31.133 and there's a code. 00:01:31.133 --> 00:01:31.980 I'm like, "Oh, no!" 00:01:31.980 --> 00:01:35.010 Somehow, maybe someone broke in, 00:01:35.010 --> 00:01:35.843 or they're creating a new, 00:01:35.843 --> 00:01:37.320 I don't know what's going on, 00:01:37.320 --> 00:01:39.720 but the fact that I take comfort 00:01:39.720 --> 00:01:41.400 that they didn't get the code, 00:01:41.400 --> 00:01:43.770 that I got the code and they wouldn't be able to log in. 00:01:43.770 --> 00:01:45.600 And that kind of goes into, you know, 00:01:45.600 --> 00:01:46.680 is that what we're talking about 00:01:46.680 --> 00:01:48.270 when we're talking about two-factor authentication? 00:01:48.270 --> 00:01:50.970 That you have to have, you know, kind of two devices 00:01:50.970 --> 00:01:54.690 that, you know, say a hacker in a foreign country 00:01:54.690 --> 00:01:57.780 or a bad actor might not have access to? 00:01:57.780 --> 00:01:58.890 - Yes, absolutely. 00:01:58.890 --> 00:02:01.440 You're right that because that code was only sent 00:02:01.440 --> 00:02:02.640 to your phone number, 00:02:02.640 --> 00:02:04.560 it was not sent to that attacker. 00:02:04.560 --> 00:02:05.670 And so they cannot get in. 00:02:05.670 --> 00:02:07.110 They're stopped at that point. 00:02:07.110 --> 00:02:09.150 And also, if people don't like phone numbers, 00:02:09.150 --> 00:02:10.920 there's lots of different ways that you can do 00:02:10.920 --> 00:02:12.810 two-factor authentication. 00:02:12.810 --> 00:02:15.120 We can send prompts to your device. 00:02:15.120 --> 00:02:16.620 There's these things called security keys, 00:02:16.620 --> 00:02:17.730 some people might have heard of. 00:02:17.730 --> 00:02:18.843 There's a big variety.

Yes, you need a password manager. Here’s why.

https://www.youtube.com/watch?v=s-jOXDhVNOY

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https://www.youtube.com/api/timedtext?v=s-jOXDhVNOY&ei=tFWUZcO9CvGXhcIPnb6ZgAk&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245284&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=4ADFECE18062AB87A2728793BF10F6C33608C062.DDA1B4698BBE3C4F5C8A55E82390D5E3EBD84E62&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:05.970 --> 00:00:06.803 - So Guemmy, 00:00:06.803 --> 00:00:07.636 you're... 00:00:07.636 --> 00:00:08.469 Which I agree with. 00:00:08.469 --> 00:00:11.700 You're telling us to have hard to break into passwords. 00:00:11.700 --> 00:00:13.170 But then the obvious question is 00:00:13.170 --> 00:00:14.640 how does a normal human being 00:00:14.640 --> 00:00:16.530 manage all of these passwords, 00:00:16.530 --> 00:00:18.480 that don't have regular words in them? 00:00:18.480 --> 00:00:20.848 They can't reuse the same password over and over. 00:00:20.848 --> 00:00:23.010 How do we manage all of this? 00:00:23.010 --> 00:00:24.120 - Yes, great question. 00:00:24.120 --> 00:00:26.220 It is really hard to keep up with 00:00:26.220 --> 00:00:27.510 all of the different services. 00:00:27.510 --> 00:00:30.450 I don't know about you, but I use over a hundred services, 00:00:30.450 --> 00:00:31.721 and the only reason I know that, 00:00:31.721 --> 00:00:32.554 (Sal and Guemmy laugh) 00:00:32.554 --> 00:00:35.310 is actually because I've used a password manager, 00:00:35.310 --> 00:00:38.290 and seeing the list actually surprised me. 00:00:38.290 --> 00:00:39.870 Password managers are great, 00:00:39.870 --> 00:00:42.750 because they can automatically save the passwords for you. 00:00:42.750 --> 00:00:44.490 And they're super convenient, 00:00:44.490 --> 00:00:46.650 because once you go back to a website, 00:00:46.650 --> 00:00:49.827 not only do they check that it's not like a phishing website 00:00:49.827 --> 00:00:54.060 or somebody pretending to be the legitimate website, 00:00:54.060 --> 00:00:57.030 but they'll also conveniently fill in your password for you, 00:00:57.030 --> 00:00:58.050 and you just click a button. 00:00:58.050 --> 00:01:00.720 And so it's super quick, especially if you're on mobile. 00:01:00.720 --> 00:01:01.953 It's been a lifesaver. 00:01:03.390 --> 00:01:05.490 One thing that I've always worried about password managers, 00:01:05.490 --> 00:01:07.440 is sometimes I'm logging in from my laptop, 00:01:07.440 --> 00:01:10.410 sometimes from my phone, sometimes from my wife's laptop, 00:01:10.410 --> 00:01:14.430 will the password managers work across multiple devices? 00:01:14.430 --> 00:01:15.900 - Yeah, different password managers 00:01:15.900 --> 00:01:16.977 definitely have different capabilities, 00:01:16.977 --> 00:01:18.123 but at least on Google, 00:01:18.123 --> 00:01:20.036 when you're signed into your Google account, 00:01:20.036 --> 00:01:22.440 on the various devices, 00:01:22.440 --> 00:01:24.857 then yes, we can pull together all of the information, 00:01:24.857 --> 00:01:26.246 from that password manager, 00:01:26.246 --> 00:01:30.510 and display it on the different devices that you're using. 00:01:30.510 --> 00:01:32.850 - And how do you compare a password manager, 00:01:32.850 --> 00:01:35.250 which can kind of store all of these things locally, 00:01:35.250 --> 00:01:37.874 and be able to fill in when you need it, 00:01:37.874 --> 00:01:39.450 and keep track of it. 00:01:39.450 --> 00:01:41.430 To being able to use a service. 00:01:41.430 --> 00:01:44.430 You know, obviously Google has it, you have Apple, 00:01:44.430 --> 00:01:45.420 You have other folks, 00:01:45.420 --> 00:01:47.482 who have once you sign into that account, 00:01:47.482 --> 00:01:49.530 that allows you to sign into other accounts. 00:01:49.530 --> 00:01:50.915 Do you recommend both? 00:01:50.915 --> 00:01:53.553 How do you compare those two things? 00:01:54.420 --> 00:01:56.100 - I think it's up to the user's choice, 00:01:56.100 --> 00:02:00.150 and so sometimes users are going to be limited 00:02:00.150 --> 00:02:02.340 because of what the website developer has done. 00:02:02.340 --> 00:02:05.503 For example, not all websites offer the sign in with Google, 00:02:05.503 --> 00:02:08.760 with Apple, sign in with Facebook, et cetera. 00:02:08.760 --> 00:02:11.760 But all websites do have passwords, 00:02:11.760 --> 00:02:15.030 and so at a minimum you can always have your own username, 00:02:15.030 --> 00:02:16.650 and password for that service, 00:02:16.650 --> 00:02:19.770 and then store it in the password manager. 00:02:19.770 --> 00:02:21.840 Alternatively, if you don't wanna create, 00:02:21.840 --> 00:02:24.720 a bunch of new accounts all over the internet, 00:02:24.720 --> 00:02:27.120 you could definitely use your Google account for instance, 00:02:27.120 --> 00:02:30.450 and sign in into various services using your Google account. 00:02:30.450 --> 00:02:31.800 I personally like that option 00:02:31.800 --> 00:02:34.290 because it actually reduces the number of different accounts 00:02:34.290 --> 00:02:35.550 I have to worry about. 00:02:35.550 --> 00:02:37.230 And I mean of course Google is backed 00:02:37.230 --> 00:02:39.150 by the strongest security, 00:02:39.150 --> 00:02:40.530 among the strongest in the industry, 00:02:40.530 --> 00:02:42.660 so it's something that I feel good about. 00:02:42.660 --> 00:02:43.910 - Thanks for that Guemmy.

Why creating a strong password really matters

https://www.youtube.com/watch?v=svrOhWyp09c

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https://www.youtube.com/api/timedtext?v=svrOhWyp09c&ei=tFWUZZixCpjNp-oP_fOqqA0&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245284&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=E80ED62F8722F66A51B611648609A8099CA2408D.A7290879988B984DDF867B17D6B545D436FEB4D3&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:06.090 --> 00:00:06.923 - All right, Guemmy. 00:00:06.923 --> 00:00:09.330 So as, as long as I can remember on the internet, 00:00:09.330 --> 00:00:11.520 you know, there's always been, you create passwords, 00:00:11.520 --> 00:00:13.350 and I feel like every year they're asking me 00:00:13.350 --> 00:00:16.320 to create more and more hard 00:00:16.320 --> 00:00:18.504 or more difficult to remember passwords. 00:00:18.504 --> 00:00:20.610 Why is this happening? 00:00:20.610 --> 00:00:22.680 And and why is just the password 00:00:22.680 --> 00:00:25.020 creation process so important? 00:00:25.020 --> 00:00:27.510 - Yeah, so basically your password is really 00:00:27.510 --> 00:00:30.120 that key to the front door of your house. 00:00:30.120 --> 00:00:33.720 And we have to make sure that your password is unique, 00:00:33.720 --> 00:00:35.489 and it's also very strong. 00:00:35.489 --> 00:00:37.740 As you can imagine, if you use the same key 00:00:37.740 --> 00:00:39.870 across all of the houses in the universe, 00:00:39.870 --> 00:00:42.030 then everybody would have that key 00:00:42.030 --> 00:00:43.920 and they can get into your house as well. 00:00:43.920 --> 00:00:45.630 And so it is really important to make sure 00:00:45.630 --> 00:00:48.240 that not only that you have a strong password, 00:00:48.240 --> 00:00:50.490 but for all of those accounts that you do care about 00:00:50.490 --> 00:00:52.364 each of them are different from each other. 00:00:52.364 --> 00:00:53.197 - Right. 00:00:53.197 --> 00:00:54.690 And there's certain accounts that, 00:00:54.690 --> 00:00:56.910 I mean it is a good model. I do this, okay. 00:00:56.910 --> 00:00:58.650 If someone were to get access to this account, 00:00:58.650 --> 00:01:00.840 how bad is it? 00:01:00.840 --> 00:01:03.661 My banking account, my social media, 00:01:03.661 --> 00:01:05.580 those are pretty important. 00:01:05.580 --> 00:01:07.744 So I wanna make sure I have super strong passwords there. 00:01:07.744 --> 00:01:10.260 Well, if it's something that's a little bit 00:01:10.260 --> 00:01:11.126 more frivolous or something, 00:01:11.126 --> 00:01:13.620 and it's not the end of the world someone has access, 00:01:13.620 --> 00:01:14.892 right now you always see these rules 00:01:14.892 --> 00:01:18.096 you know, at least this many characters 00:01:18.096 --> 00:01:21.270 a number, a letter, uppercase, lowercase. 00:01:21.270 --> 00:01:23.370 Why do we keep getting all these constraints 00:01:23.370 --> 00:01:25.980 being put on our passwords? 00:01:25.980 --> 00:01:28.230 - Well, the whole point of it is to make the password 00:01:28.230 --> 00:01:30.060 as hard to guess as possible. 00:01:30.060 --> 00:01:33.120 So you don't wanna, you know, use common words 00:01:33.120 --> 00:01:36.000 or things that can get easily guessed. 00:01:36.000 --> 00:01:38.160 And it's actually very common for users 00:01:38.160 --> 00:01:41.580 to use their names or their pet names or birthdays. 00:01:41.580 --> 00:01:45.270 These are things that attackers can also guess 00:01:45.270 --> 00:01:48.240 and will try to get into your accounts as well. 00:01:48.240 --> 00:01:49.233 That being said, 00:01:51.510 --> 00:01:53.940 the way that we keep safe online 00:01:53.940 --> 00:01:57.270 I think the advice has changed over the years. 00:01:57.270 --> 00:02:00.360 And so it actually you don't actually have to 00:02:00.360 --> 00:02:01.980 change your password that often 00:02:01.980 --> 00:02:04.890 as long as you know that there hasn't been a compromise 00:02:04.890 --> 00:02:06.990 and that you do have a strong password. 00:02:06.990 --> 00:02:10.380 And it's also okay to like write your password 00:02:10.380 --> 00:02:11.910 even on a post-it if you like. 00:02:11.910 --> 00:02:13.740 But sometimes just being practical 00:02:13.740 --> 00:02:16.200 is the best way to encourage people 00:02:16.200 --> 00:02:18.120 to actually have these stronger passwords 00:02:18.120 --> 00:02:21.030 that they actually can remember and keep up with. 00:02:21.030 --> 00:02:22.330 - That's super helpful.

How to keep your online accounts secure

https://www.youtube.com/watch?v=ukkyJbTSZVQ

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https://www.youtube.com/api/timedtext?v=ukkyJbTSZVQ&ei=tFWUZY_qIO2bhcIPxaeqqA4&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245284&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=BF896531A53A0B89440B4E35B2EEE47A3DAB4E21.AB157CAAB73D515A55A4DEA072637C12276DA690&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:05.970 --> 00:00:07.560 - Hi everyone, Sal Khan here, 00:00:07.560 --> 00:00:09.640 and I'm here with Guemmy Kim, who's a director 00:00:09.640 --> 00:00:12.480 of product management at Google in account security. 00:00:12.480 --> 00:00:14.370 And my question for you, Guemmy is 00:00:14.370 --> 00:00:16.230 everyone's always talking about account security. 00:00:16.230 --> 00:00:19.590 Why should I or the folks watching care? 00:00:19.590 --> 00:00:21.810 - Yes. So it sounds like a technical term, 00:00:21.810 --> 00:00:24.150 but it's actually something that affects us every day. 00:00:24.150 --> 00:00:26.790 Think of all of the online accounts that you use, 00:00:26.790 --> 00:00:29.880 whether that's your bank or Google or any other service. 00:00:29.880 --> 00:00:32.220 Well, any of those accounts actually hold all 00:00:32.220 --> 00:00:33.510 of your personal information, 00:00:33.510 --> 00:00:35.880 and like a house, you want it to protect that 00:00:35.880 --> 00:00:37.770 personal information that you care about. 00:00:37.770 --> 00:00:39.600 There's always gonna be things like bugs, 00:00:39.600 --> 00:00:41.610 and rats, and thieves that try to come in. 00:00:41.610 --> 00:00:44.010 And so you wanna make sure that they don't. 00:00:44.010 --> 00:00:46.530 - And what's gonna happen, like, if somehow someone gets 00:00:46.530 --> 00:00:49.740 into my account, what's the worst that they can do? 00:00:49.740 --> 00:00:53.760 - Well, I mean, just taking a Google account for example, 00:00:53.760 --> 00:00:56.130 like, not only can they take your personal information 00:00:56.130 --> 00:00:59.745 like your photos, or information you're sending in Gmail, 00:00:59.745 --> 00:01:02.730 you know, they could also get access 00:01:02.730 --> 00:01:05.115 to all of your other online accounts. 00:01:05.115 --> 00:01:06.517 As you know, you know, 00:01:06.517 --> 00:01:09.630 your Gmail account is actually a key to getting 00:01:09.630 --> 00:01:12.540 into your bank, your social media accounts, your eCommerce, 00:01:12.540 --> 00:01:15.720 because once you compromise, for example, the Gmail account 00:01:15.720 --> 00:01:18.949 then I can get into all of those other accounts as well. 00:01:18.949 --> 00:01:21.450 - Yeah, people can steal money from you, 00:01:21.450 --> 00:01:22.830 they can misrepresent you, 00:01:22.830 --> 00:01:24.540 they can see all your private information, 00:01:24.540 --> 00:01:25.373 - Right. Exactly. 00:01:25.373 --> 00:01:26.670 It can get to be pretty scary. 00:01:26.670 --> 00:01:28.895 So I think this is something people should pay attention to. 00:01:28.895 --> 00:01:29.728 - Mhm.

LearnStorm 2022

https://www.youtube.com/watch?v=NtgLbIOSV9s

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en

WEBVTT Kind: captions Language: en 00:00:00.000 --> 00:00:02.758 Hi Teachers, Sal Khan here from Khan Academy 00:00:02.758 --> 00:00:04.298 and I just wanted to remind you 00:00:04.298 --> 00:00:07.589 that LearnStorm is back and better than ever 00:00:07.589 --> 00:00:10.422 And in case you're wondering why should I use LearnStorm 00:00:10.422 --> 00:00:12.171 or the LearnStorm tracker. 00:00:12.171 --> 00:00:14.701 We just have to remember what it is like to be a learner 00:00:14.701 --> 00:00:17.541 a lot of times as a learner, you are trying to get through the material 00:00:17.573 --> 00:00:18.983 it's just you and the material 00:00:18.983 --> 00:00:20.504 it can feel a little bit lonely. 00:00:20.504 --> 00:00:24.029 But we know it's very motivating to be part of something bigger 00:00:24.029 --> 00:00:26.519 than yourself and so what LearnStorn does 00:00:26.519 --> 00:00:28.972 is it takes those individual learning journeys 00:00:28.972 --> 00:00:30.802 of all your students as they are trying to 00:00:30.802 --> 00:00:32.062 do their assignments on Khan Academy 00:00:32.062 --> 00:00:33.962 as they're trying to get mastery on Khan Academy 00:00:33.962 --> 00:00:35.586 and turns it into a quest, 00:00:35.586 --> 00:00:36.476 an adventure 00:00:36.476 --> 00:00:39.582 for the entire classroom where you are all one team 00:00:39.582 --> 00:00:41.522 and you as the teacher are their leader. 00:00:41.522 --> 00:00:44.781 To see if on a regular basis, on a weekly basis 00:00:44.781 --> 00:00:48.643 they can reach their goals. So use that LearnStorm tracker 00:00:48.643 --> 00:00:52.114 to create a sense of excitement, a sense of adventure. 00:00:52.114 --> 00:00:55.079 A sense of camaraderie and shared journey. 00:00:55.079 --> 00:00:57.537 The second reason and there are many others, 00:00:57.537 --> 00:00:59.247 to get very excited is that this year 00:00:59.247 --> 00:01:02.727 finally LearnStorm is not just measuring whether students are 00:01:02.727 --> 00:01:05.270 doing assignments but whether they are actually mastering 00:01:05.270 --> 00:01:06.030 the content. 00:01:06.030 --> 00:01:08.300 So this reinforces a growth mindset, 00:01:08.300 --> 00:01:10.440 if you haven't mastered it, that's okay. 00:01:10.440 --> 00:01:13.247 You can have another shot. You just haven't mastered it yet. 00:01:13.247 --> 00:01:16.696 So we're so excited to be partnering with all of you and 00:01:16.696 --> 00:01:20.696 all of your students on this years LearnStorm adventure

Ratios with tape diagrams (part:whole)

https://www.youtube.com/watch?v=FX8RIxFN7ZI

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en

WEBVTT Kind: captions Language: en 00:00:00.360 --> 00:00:02.070 - [Instructor] We're told that Peni wrote a survey 00:00:02.070 --> 00:00:05.400 with open-ended and multiple-choice questions. 00:00:05.400 --> 00:00:09.300 The diagram shows the ratio of the question types. 00:00:09.300 --> 00:00:11.430 So what it shows us is that for every 00:00:11.430 --> 00:00:15.750 one, two, three, four, five open-ended questions, 00:00:15.750 --> 00:00:20.430 there are one, two, three, four multiple choice questions. 00:00:20.430 --> 00:00:23.130 And let's be clear, this is showing the ratio 00:00:23.130 --> 00:00:25.560 of open-ended questions to multiple choice questions. 00:00:25.560 --> 00:00:27.750 It's not telling us exactly how many 00:00:27.750 --> 00:00:29.190 of each type of question we have. 00:00:29.190 --> 00:00:31.200 We just know for every five open-ended, 00:00:31.200 --> 00:00:32.520 there are four multiple-choice, 00:00:32.520 --> 00:00:34.410 or for every four multiple-choice, 00:00:34.410 --> 00:00:36.300 there are five open-ended. 00:00:36.300 --> 00:00:40.110 The table shows some numbers of multiple choice questions 00:00:40.110 --> 00:00:44.640 and total questions that could be on Peni's survey. 00:00:44.640 --> 00:00:45.810 Based on the ratio, 00:00:45.810 --> 00:00:48.690 complete the missing values in the table. 00:00:48.690 --> 00:00:50.700 So like always, pause this video 00:00:50.700 --> 00:00:52.500 and see if you can have a go at this on your own 00:00:52.500 --> 00:00:54.250 before we work through it together. 00:00:55.320 --> 00:00:57.660 Alright, so some of you might not have realized 00:00:57.660 --> 00:00:59.400 that it says total questions here. 00:00:59.400 --> 00:01:01.560 It does not say multiple-choice questions 00:01:01.560 --> 00:01:04.020 and open-ended questions. 00:01:04.020 --> 00:01:06.360 So, one way to tackle this is to think about, 00:01:06.360 --> 00:01:07.740 well, what is going to be the ratio 00:01:07.740 --> 00:01:11.850 between multiple-choice questions and total questions? 00:01:11.850 --> 00:01:12.683 So, let's think. 00:01:12.683 --> 00:01:15.030 If we were to create another bar 00:01:15.030 --> 00:01:17.940 for total questions that showed the ratio, 00:01:17.940 --> 00:01:20.340 for every five open-ended questions, 00:01:20.340 --> 00:01:22.500 you'll have four multiple-choice questions 00:01:22.500 --> 00:01:24.690 and you would have nine total questions. 00:01:24.690 --> 00:01:25.740 So it would look like this: 00:01:25.740 --> 00:01:29.700 one, two, three, four, five, 00:01:29.700 --> 00:01:32.670 six, seven, eight and nine. 00:01:32.670 --> 00:01:34.713 I'm just adding these two together. 00:01:35.730 --> 00:01:37.320 So, we could say that the ratio 00:01:37.320 --> 00:01:39.420 of multiple-choice to total questions 00:01:39.420 --> 00:01:41.640 is going to be four to nine. 00:01:41.640 --> 00:01:43.410 For every four multiple-choice questions, 00:01:43.410 --> 00:01:45.960 you're going to have nine total questions. 00:01:45.960 --> 00:01:48.210 So, in this first row we have 00:01:48.210 --> 00:01:50.250 eight multiple-choice questions. 00:01:50.250 --> 00:01:52.830 So, that's two sets of four. 00:01:52.830 --> 00:01:56.820 So, we're gonna have two sets of nine total questions. 00:01:56.820 --> 00:01:58.980 That still is the same ratio. 00:01:58.980 --> 00:02:02.310 Eight is to 18 as four is to nine. 00:02:02.310 --> 00:02:04.080 And now in the second row they give us 00:02:04.080 --> 00:02:06.720 the actual number of total questions. 00:02:06.720 --> 00:02:10.770 Well, that is nine goes into 45 five times. 00:02:10.770 --> 00:02:12.900 That's five sets of nine. 00:02:12.900 --> 00:02:15.090 So you're gonna have five sets of four 00:02:15.090 --> 00:02:16.380 multiple-choice questions. 00:02:16.380 --> 00:02:20.403 So five times four is 20, and we're done.

Three things to know about stocks

https://www.youtube.com/watch?v=q739U0l0z6o

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https://www.youtube.com/api/timedtext?v=q739U0l0z6o&ei=tFWUZdSMCJW_mLAPvdaRiAM&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245284&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=48EE5A22A51DE33846970081D04831F7AA453103.307AEB834C014591FA201A633A38052B5D7CB4DC&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:01.080 --> 00:00:02.490 - When you own a stock 00:00:02.490 --> 00:00:05.520 you're owning a fractional share of a company. 00:00:05.520 --> 00:00:08.610 Now, there's three things that I always 00:00:08.610 --> 00:00:12.450 like to keep people wary of when they buy a stock. 00:00:12.450 --> 00:00:14.730 The first is, is there's sometimes a perception 00:00:14.730 --> 00:00:16.380 that the stock prices everything, 00:00:16.380 --> 00:00:18.480 that maybe a $10 per share stock 00:00:18.480 --> 00:00:22.350 is truly cheaper than a $20 per share price stock. 00:00:22.350 --> 00:00:24.000 That is not the case. 00:00:24.000 --> 00:00:25.380 When you think about what you're paying 00:00:25.380 --> 00:00:27.630 for a share of a company you have to think about 00:00:27.630 --> 00:00:30.030 what the whole company is valued at. 00:00:30.030 --> 00:00:33.030 So let's say that there's a $10 per share company 00:00:33.030 --> 00:00:36.420 but it has a billion shares outstanding, 00:00:36.420 --> 00:00:39.270 that means $10 per share times a billion shares 00:00:39.270 --> 00:00:41.943 that the company is valued at $10 billion. 00:00:42.780 --> 00:00:43.613 On the other hand, 00:00:43.613 --> 00:00:45.900 there might be another company where the stock price 00:00:45.900 --> 00:00:47.910 is at $100 per share 00:00:47.910 --> 00:00:50.010 but there's only a million shares outstanding, 00:00:50.010 --> 00:00:52.740 and so that would be $100 times a million 00:00:52.740 --> 00:00:55.320 or a $100 million company. 00:00:55.320 --> 00:00:58.020 Now, it doesn't necessarily mean that, 00:00:58.020 --> 00:01:01.320 let's say, the $10 billion company is overpriced 00:01:01.320 --> 00:01:04.320 or that the $100 million company is underpriced, 00:01:04.320 --> 00:01:07.080 what you have to think about is why would you own it? 00:01:07.080 --> 00:01:10.560 Well, you would own it because companies generate profits, 00:01:10.560 --> 00:01:13.560 and in theory, those profits, at some point, 00:01:13.560 --> 00:01:15.780 are going to come to the shareholders 00:01:15.780 --> 00:01:18.360 or someone else might wanna buy that company. 00:01:18.360 --> 00:01:20.910 So for example, that $10 billion company 00:01:20.910 --> 00:01:22.860 might be making a billion of profit a year, 00:01:22.860 --> 00:01:24.510 while the $100 million company 00:01:24.510 --> 00:01:28.110 might be making only $5 million of profit a year. 00:01:28.110 --> 00:01:29.640 Now it can get more complex, 00:01:29.640 --> 00:01:33.030 you might be willing to pay more if the company is growing, 00:01:33.030 --> 00:01:33.863 if you think that 00:01:33.863 --> 00:01:35.400 there's going to be something exciting that happens 00:01:35.400 --> 00:01:36.720 in the future. 00:01:36.720 --> 00:01:38.820 Now, the last thing I will point out 00:01:38.820 --> 00:01:40.770 is when you buy a stock 00:01:40.770 --> 00:01:43.350 you are buying it from someone else, 00:01:43.350 --> 00:01:45.240 so it's attempting to look at the stock market 00:01:45.240 --> 00:01:47.910 as this magical thing that just moves up and down, 00:01:47.910 --> 00:01:49.590 but it's just people 00:01:49.590 --> 00:01:52.500 buying and selling shares in these companies. 00:01:52.500 --> 00:01:54.630 So if you think you have an edge on someone, 00:01:54.630 --> 00:01:55.590 you just have to think about, 00:01:55.590 --> 00:01:57.963 well, why are they actually selling it?

What is a 401k?

https://www.youtube.com/watch?v=d8rNitoPZeo

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WEBVTT Kind: captions Language: en 00:00:01.350 --> 00:00:06.350 - A 401k is an employer-sponsored retirement plan. 00:00:06.360 --> 00:00:08.190 Why is it called a 401k? 00:00:08.190 --> 00:00:11.040 Well, that's the section of the internal revenue code 00:00:11.040 --> 00:00:13.530 for the federal government that allows you to do it. 00:00:13.530 --> 00:00:14.550 Now, what are the benefits? 00:00:14.550 --> 00:00:17.430 Well, as far as I know, there's two major ones. 00:00:17.430 --> 00:00:21.660 The biggest one is it allows you to save money 00:00:21.660 --> 00:00:25.020 for retirement before taxes. 00:00:25.020 --> 00:00:27.600 So, normally you get a paycheck, you have to pay 00:00:27.600 --> 00:00:29.880 some taxes on that money, and then you get the money 00:00:29.880 --> 00:00:31.350 and then you might be able to invest it, 00:00:31.350 --> 00:00:33.060 if you're able to save some of it. 00:00:33.060 --> 00:00:36.450 But with the 401k, you get to put your pre-tax money in 00:00:36.450 --> 00:00:38.310 before taxes are taken out 00:00:38.310 --> 00:00:42.840 and put that into an investment account for retirement. 00:00:42.840 --> 00:00:45.510 Now, there's a little bit of a catch 00:00:45.510 --> 00:00:50.340 because you can invest it tax-free in a 401K account, 00:00:50.340 --> 00:00:52.920 but then when you take it out when you retire 00:00:52.920 --> 00:00:56.010 at an age older than 59 and a half, 00:00:56.010 --> 00:00:59.670 you will then have to pay taxes, so your taxes are deferred. 00:00:59.670 --> 00:01:02.280 Now, that might work out because at that time, 00:01:02.280 --> 00:01:03.113 you're retired. 00:01:03.113 --> 00:01:04.500 That might be all of your income. 00:01:04.500 --> 00:01:06.720 You might have a lower tax rate then, or at minimum 00:01:06.720 --> 00:01:09.120 you were able to at least defer the taxes 00:01:09.120 --> 00:01:11.610 and invest without having to pay them. 00:01:11.610 --> 00:01:13.320 Now, the other benefit of a 401K 00:01:13.320 --> 00:01:17.130 is many employers will match or do a partial match 00:01:17.130 --> 00:01:18.780 of some of the money that you contribute. 00:01:18.780 --> 00:01:21.030 So some might say for every dollar you put in 00:01:21.030 --> 00:01:23.940 we'll put 50 cents or for every dollar we'll put a dollar, 00:01:23.940 --> 00:01:25.170 up to a certain amount. 00:01:25.170 --> 00:01:27.270 So by putting money into a 401k, 00:01:27.270 --> 00:01:28.710 you're to some degree able to get 00:01:28.710 --> 00:01:30.840 free money from your employer. 00:01:30.840 --> 00:01:32.310 Now, there is a catch. 00:01:32.310 --> 00:01:35.220 If you were to take that money out before your 59 and a half 00:01:35.220 --> 00:01:37.710 or there's some other special cases, 00:01:37.710 --> 00:01:38.880 you're gonna have to pay a penalty 00:01:38.880 --> 00:01:43.260 of about or exactly 10% of what you take out. 00:01:43.260 --> 00:01:45.780 So it isn't something that you want to do lightly, 00:01:45.780 --> 00:01:48.300 but in a lot of cases, because of the employer match, 00:01:48.300 --> 00:01:51.210 it still might be okay to do it because once again, 00:01:51.210 --> 00:01:53.660 you're getting that free money from the employer.

What is a credit score?

https://www.youtube.com/watch?v=jwML94IOW0s

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WEBVTT Kind: captions Language: en 00:00:01.320 --> 00:00:03.990 - Your credit score is a measure, 00:00:03.990 --> 00:00:05.970 some would argue an imperfect measure, 00:00:05.970 --> 00:00:07.620 of how likely you are 00:00:07.620 --> 00:00:09.930 to pay for things on time. 00:00:09.930 --> 00:00:11.070 Let's say you were to take a loan. 00:00:11.070 --> 00:00:13.320 How likely are you to pay, 00:00:13.320 --> 00:00:14.880 make the payments on that loan? 00:00:14.880 --> 00:00:16.860 If you were to get a lease on an apartment, 00:00:16.860 --> 00:00:19.950 how likely are you to pay rent on time? 00:00:19.950 --> 00:00:22.800 Now, there are three credit bureaus. 00:00:22.800 --> 00:00:25.950 They are TransUnion, Experian, and Equifax, 00:00:25.950 --> 00:00:27.360 and what happens is, 00:00:27.360 --> 00:00:30.060 is let's say that you have a credit card 00:00:30.060 --> 00:00:32.730 and as you pay that credit card, 00:00:32.730 --> 00:00:33.630 pay the balance, 00:00:33.630 --> 00:00:36.210 or pay the minimum payment on time, 00:00:36.210 --> 00:00:37.980 or you don't pay on time, 00:00:37.980 --> 00:00:40.950 that gets reported to these bureaus. 00:00:40.950 --> 00:00:42.960 These bureaus use an algorithm 00:00:42.960 --> 00:00:44.670 that comes from a company called FICO. 00:00:44.670 --> 00:00:47.040 It used to stand for Fair Isaac Corporation, 00:00:47.040 --> 00:00:49.110 and that gives you a score, 00:00:49.110 --> 00:00:50.550 and each of the three bureaus 00:00:50.550 --> 00:00:54.240 will have a score between 300 and 850. 00:00:54.240 --> 00:00:56.610 If you have a score near the high end of that range, 00:00:56.610 --> 00:00:58.590 if you're in the high 700s or above, 00:00:58.590 --> 00:01:00.750 that is an excellent credit rating. 00:01:00.750 --> 00:01:02.610 People will give you loans. 00:01:02.610 --> 00:01:04.740 It will be easy for you to lease things, 00:01:04.740 --> 00:01:06.360 and not only when you get that loan, 00:01:06.360 --> 00:01:08.910 it will actually be at a lower interest rate. 00:01:08.910 --> 00:01:13.560 If your credit score is in the 600 to low 700 range, 00:01:13.560 --> 00:01:14.393 that's decent, 00:01:14.393 --> 00:01:15.330 you're probably okay, 00:01:15.330 --> 00:01:16.800 although you might, in certain cases, 00:01:16.800 --> 00:01:18.300 have to pay a higher interest rate 00:01:18.300 --> 00:01:20.040 than the people with the excellent credit. 00:01:20.040 --> 00:01:22.410 And then if your credit score is in the low range, 00:01:22.410 --> 00:01:26.250 which would be anywhere from 300 to say the high 500s, 00:01:26.250 --> 00:01:27.870 you're going to have trouble getting a loan, 00:01:27.870 --> 00:01:29.460 or in many cases getting a lease, 00:01:29.460 --> 00:01:30.450 or even if you do, 00:01:30.450 --> 00:01:32.820 you're going to have to pay a higher interest rate. 00:01:32.820 --> 00:01:36.690 Now, the ways to get as high a credit rating as possible, 00:01:36.690 --> 00:01:39.060 is pay your bills on time, 00:01:39.060 --> 00:01:40.710 pay your rent on time, 00:01:40.710 --> 00:01:42.360 have a long credit history. 00:01:42.360 --> 00:01:43.890 It's good to have credit. 00:01:43.890 --> 00:01:47.730 So it's good to have a credit card that has a high limit, 00:01:47.730 --> 00:01:50.670 but to use as little of that as possible. 00:01:50.670 --> 00:01:52.970 So good luck (laughs) with your credit scores.

Common ancestry and evolutionary trees

https://www.youtube.com/watch?v=Rg3mLbLqKsk

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WEBVTT Kind: captions Language: en 00:00:00.450 --> 00:00:02.010 - [Instructor] Have you ever heard someone 00:00:02.010 --> 00:00:04.800 call birds living dinosaurs? 00:00:04.800 --> 00:00:06.660 You might find that hard to believe. 00:00:06.660 --> 00:00:09.300 After all, the city pigeons that you see wandering 00:00:09.300 --> 00:00:12.060 around town don't look particularly ferocious 00:00:12.060 --> 00:00:14.160 like a Tyrannosaurus rex. 00:00:14.160 --> 00:00:16.710 But it turns out that our feathered friends 00:00:16.710 --> 00:00:18.510 are actually the direct descendants 00:00:18.510 --> 00:00:21.843 of a group of dinosaurs that lived millions of years ago. 00:00:22.800 --> 00:00:25.440 Birds, like every modern species, 00:00:25.440 --> 00:00:29.130 have a series of ancestors stretching back through time. 00:00:29.130 --> 00:00:32.070 You can think of these as the species' grandparents, 00:00:32.070 --> 00:00:35.010 great-grandparents, great-great-grandparents, 00:00:35.010 --> 00:00:39.000 and so on, going back thousands to millions of years. 00:00:39.000 --> 00:00:40.620 This series of ancestors 00:00:40.620 --> 00:00:43.473 is called a species evolutionary lineage. 00:00:44.400 --> 00:00:47.340 And, also like every modern species, 00:00:47.340 --> 00:00:48.780 birds have related species 00:00:48.780 --> 00:00:50.880 that share a part of their lineage 00:00:50.880 --> 00:00:53.553 but then branch off on their own evolutionary path. 00:00:54.690 --> 00:00:57.390 The modern bird lineage stretches way back 00:00:57.390 --> 00:01:01.830 to 165 million years ago to the Jurassic Period. 00:01:01.830 --> 00:01:03.840 During this time, iconic dinosaurs, 00:01:03.840 --> 00:01:07.320 like the stegosaurus and brachiosaurus, roamed the Earth, 00:01:07.320 --> 00:01:10.710 as well as distant relatives of our modern-day birds, 00:01:10.710 --> 00:01:13.680 like archaeopteryx and anchiornis. 00:01:13.680 --> 00:01:16.050 Both archaeopteryx and anchiornis, 00:01:16.050 --> 00:01:17.970 among other bird-like dinosaurs, 00:01:17.970 --> 00:01:20.490 are considered some of the first birds 00:01:20.490 --> 00:01:23.400 based on their long arms, feathered bodies, 00:01:23.400 --> 00:01:25.620 wings and other physical characteristics 00:01:25.620 --> 00:01:28.050 that are shared by all birds. 00:01:28.050 --> 00:01:30.930 But all birds, both modern-day species 00:01:30.930 --> 00:01:33.000 and these earlier bird relatives 00:01:33.000 --> 00:01:35.100 that lived in the distant past, 00:01:35.100 --> 00:01:37.290 all traced their evolutionary lineage 00:01:37.290 --> 00:01:39.600 back to a common ancestor, 00:01:39.600 --> 00:01:42.150 which is an ancestral group of organisms 00:01:42.150 --> 00:01:45.570 that is shared by one or more lineages. 00:01:45.570 --> 00:01:48.960 In other words, any of the modern birds that you see today, 00:01:48.960 --> 00:01:51.090 whether it's a dove or a penguin, 00:01:51.090 --> 00:01:55.113 they all evolved from the same bird-like dinosaur ancestor. 00:01:56.130 --> 00:01:59.460 Evolutionary trees can be used to show the relationships 00:01:59.460 --> 00:02:02.520 between different lineages, like different bird species, 00:02:02.520 --> 00:02:04.770 and their common ancestors. 00:02:04.770 --> 00:02:06.960 Scientists build evolutionary trees 00:02:06.960 --> 00:02:08.790 using various lines of evidence, 00:02:08.790 --> 00:02:11.850 such as examining fossils and body structures 00:02:11.850 --> 00:02:14.640 or using DNA to identify shared traits 00:02:14.640 --> 00:02:16.620 and other similarities. 00:02:16.620 --> 00:02:19.560 The trees serve as models for studying evolutionary 00:02:19.560 --> 00:02:21.690 relationships over time. 00:02:21.690 --> 00:02:23.790 So let's take a look at a tree 00:02:23.790 --> 00:02:26.010 that scientists built for city pigeons, 00:02:26.010 --> 00:02:29.730 also called rock doves, and their relatives. 00:02:29.730 --> 00:02:31.620 What can the tree tell us? 00:02:31.620 --> 00:02:35.370 How are doves and these other species related? 00:02:35.370 --> 00:02:38.580 Evolutionary trees are called trees for a reason. 00:02:38.580 --> 00:02:41.460 The evolutionary relationships between lineages 00:02:41.460 --> 00:02:45.240 are represented by branches showing who is related to whom 00:02:45.240 --> 00:02:47.370 and to what degree. 00:02:47.370 --> 00:02:49.740 The tips of the branches of an evolutionary tree 00:02:49.740 --> 00:02:52.020 show the modern groups of organisms. 00:02:52.020 --> 00:02:56.250 In this case, we have doves, mesites, and sandgrouse. 00:02:56.250 --> 00:02:58.050 They all look different from one another, 00:02:58.050 --> 00:03:00.090 but you can see some physical traits, 00:03:00.090 --> 00:03:01.650 like their small bills, 00:03:01.650 --> 00:03:04.530 that are similar between all of these birds. 00:03:04.530 --> 00:03:07.140 Let's take a look at this evolutionary tree. 00:03:07.140 --> 00:03:09.930 What do you think that this branch point means? 00:03:09.930 --> 00:03:13.380 The branch point, or the place where branches split, 00:03:13.380 --> 00:03:16.500 represents common ancestors that existed in the past, 00:03:16.500 --> 00:03:18.390 among these bird lineages, 00:03:18.390 --> 00:03:21.090 from which these modern-day birds evolved. 00:03:21.090 --> 00:03:24.420 Mesites and sandgrouse shared a common ancestor in the past, 00:03:24.420 --> 00:03:26.130 about 60 million years ago, 00:03:26.130 --> 00:03:28.860 which is represented by a branch point. 00:03:28.860 --> 00:03:31.890 But what does this branch point mean exactly? 00:03:31.890 --> 00:03:34.260 Basically, this branch point represents 00:03:34.260 --> 00:03:36.630 that at some time in the distant past, 00:03:36.630 --> 00:03:38.940 at least 60 million years ago, 00:03:38.940 --> 00:03:42.840 a bird species existed, that wasn't a mesite or sandgrouse, 00:03:42.840 --> 00:03:44.880 but it did have some traits found 00:03:44.880 --> 00:03:47.700 in both mesites and sandgrouse. 00:03:47.700 --> 00:03:50.550 This species was the common ancestor. 00:03:50.550 --> 00:03:53.520 At some point, this common ancestor species split 00:03:53.520 --> 00:03:56.460 and gave rise to two different evolutionary paths 00:03:56.460 --> 00:03:57.990 or lineages. 00:03:57.990 --> 00:04:00.390 One of those paths gave rise to mesites 00:04:00.390 --> 00:04:03.450 and the other led to sandgrouse. 00:04:03.450 --> 00:04:05.820 And if we go even further back, 00:04:05.820 --> 00:04:08.430 to about 65 million years ago, 00:04:08.430 --> 00:04:10.830 we see yet another branch point 00:04:10.830 --> 00:04:13.800 representing another common ancestor. 00:04:13.800 --> 00:04:17.670 This common ancestor would later split to form two lineages, 00:04:17.670 --> 00:04:19.560 one giving rise to doves 00:04:19.560 --> 00:04:21.930 and the other leading to the common ancestor 00:04:21.930 --> 00:04:23.673 of mesites and sandgrouse. 00:04:24.720 --> 00:04:26.880 Looking at this evolutionary tree, 00:04:26.880 --> 00:04:29.700 we can also learn about how closely related 00:04:29.700 --> 00:04:31.920 different lineages are. 00:04:31.920 --> 00:04:34.350 Organisms that share a common ancestor 00:04:34.350 --> 00:04:36.120 in the more recent past 00:04:36.120 --> 00:04:39.300 are more closely related to one another. 00:04:39.300 --> 00:04:42.090 But organisms that share a common ancestor 00:04:42.090 --> 00:04:46.590 in the more distant past are less closely related. 00:04:46.590 --> 00:04:49.380 The common ancestor of mesites and sandgrouse 00:04:49.380 --> 00:04:51.480 existed in the more recent past 00:04:51.480 --> 00:04:53.803 than the common ancestor of mesites, 00:04:53.803 --> 00:04:56.130 sandgrouse and doves. 00:04:56.130 --> 00:04:58.497 This means that mesites and sandgrouse 00:04:58.497 --> 00:05:00.870 are more closely related to each other 00:05:00.870 --> 00:05:02.283 than they are to doves. 00:05:03.570 --> 00:05:06.330 Dinosaurs are far in the past now, 00:05:06.330 --> 00:05:09.540 but their relatives are still among us. 00:05:09.540 --> 00:05:11.820 All the birds that you see every day 00:05:11.820 --> 00:05:15.090 evolved from a two-legged feathered common ancestor 00:05:15.090 --> 00:05:16.080 that roamed the Earth 00:05:16.080 --> 00:05:20.760 over 165 million years ago with dinosaurs. 00:05:20.760 --> 00:05:24.090 So the next time you see a rock dove flying by 00:05:24.090 --> 00:05:26.490 or picking up scraps in a city square, 00:05:26.490 --> 00:05:28.740 you're really looking at a dinosaur, 00:05:28.740 --> 00:05:31.623 or at least a distant relative of a dinosaur.

Natural resources

https://www.youtube.com/watch?v=sIM0PGv8h08

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https://www.youtube.com/api/timedtext?v=sIM0PGv8h08&ei=tFWUZYScGOzWxN8PyZupyAw&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245284&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=1C73312D11DBDF195E55466AA31E484290E6ADE6.8107AC67DD73A5EFAAC955DB30709FFF6C0F236D&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.270 --> 00:00:02.970 - [Instructor] Humans are an amazingly adaptable species. 00:00:02.970 --> 00:00:05.070 Not only can we survive almost anywhere, 00:00:05.070 --> 00:00:06.630 we also find ways to thrive 00:00:06.630 --> 00:00:09.450 even in the most inhospitable environments. 00:00:09.450 --> 00:00:11.940 Our clever brains allow us to look the world around us 00:00:11.940 --> 00:00:13.680 and figure out how to find food and water, 00:00:13.680 --> 00:00:15.390 build safe and comfortable shelters, 00:00:15.390 --> 00:00:17.190 and design useful tools. 00:00:17.190 --> 00:00:19.830 All of this is possible because of the natural resources 00:00:19.830 --> 00:00:22.140 that surround us wherever we go. 00:00:22.140 --> 00:00:24.240 A natural resource is anything found in nature 00:00:24.240 --> 00:00:25.950 that can be used by people. 00:00:25.950 --> 00:00:27.780 Natural resources can be renewable, 00:00:27.780 --> 00:00:30.300 meaning they can be replenished over a human lifetime, 00:00:30.300 --> 00:00:31.470 or non-renewable, 00:00:31.470 --> 00:00:34.290 meaning they can take far longer to be replaced. 00:00:34.290 --> 00:00:35.430 Both kinds of resources 00:00:35.430 --> 00:00:37.920 are unevenly distributed across Earth. 00:00:37.920 --> 00:00:40.800 This makes sense for non-renewable resources, right? 00:00:40.800 --> 00:00:43.170 These resources are formed by geologic processes, 00:00:43.170 --> 00:00:44.880 such as plate tectonics 00:00:44.880 --> 00:00:47.640 that take place in specific locations on Earth. 00:00:47.640 --> 00:00:50.670 As a result, non-renewable resources like soil, 00:00:50.670 --> 00:00:52.110 minerals, and fossil fuels 00:00:52.110 --> 00:00:53.880 are often concentrated in the places 00:00:53.880 --> 00:00:55.440 where they first formed. 00:00:55.440 --> 00:00:57.900 Let's take a look at one type of non-renewable resource, 00:00:57.900 --> 00:00:59.160 metal ore. 00:00:59.160 --> 00:01:01.620 Metal ores are rocks that contain valuable metals 00:01:01.620 --> 00:01:02.670 that people can extract, 00:01:02.670 --> 00:01:04.620 and they're often found in large accumulations 00:01:04.620 --> 00:01:05.910 called deposits. 00:01:05.910 --> 00:01:07.650 For example, most copper ore 00:01:07.650 --> 00:01:11.070 is found in what are called porphyry copper deposits. 00:01:11.070 --> 00:01:12.180 Porphyry just means that 00:01:12.180 --> 00:01:13.710 the rock that makes up these deposits 00:01:13.710 --> 00:01:16.020 contains a mix of large and small crystals, 00:01:16.020 --> 00:01:17.670 like in this image here. 00:01:17.670 --> 00:01:20.040 Porphyry copper deposits form in subduction zones 00:01:20.040 --> 00:01:22.590 along convergent tectonic plate boundaries. 00:01:22.590 --> 00:01:24.060 Today, most subduction zones 00:01:24.060 --> 00:01:25.800 are found along Pacific coastlines, 00:01:25.800 --> 00:01:26.910 so you can expect to find 00:01:26.910 --> 00:01:29.400 a lot of porphyry copper mines in these places. 00:01:29.400 --> 00:01:31.710 However, we also find many of these ore deposits 00:01:31.710 --> 00:01:33.630 throughout Eurasia and Australia. 00:01:33.630 --> 00:01:35.730 Why? Turns out many of these places 00:01:35.730 --> 00:01:38.430 were subduction zones in the ancient past. 00:01:38.430 --> 00:01:40.950 The geologic processes that form non-renewable resources 00:01:40.950 --> 00:01:42.030 are always happening, 00:01:42.030 --> 00:01:45.360 even if they occur over thousands or millions of years. 00:01:45.360 --> 00:01:47.040 This means that non-renewable resources 00:01:47.040 --> 00:01:49.530 are not always found where they first formed. 00:01:49.530 --> 00:01:52.530 Porphyry copper deposits follow the same, slow life cycle 00:01:52.530 --> 00:01:54.000 as many other metal ores, 00:01:54.000 --> 00:01:56.310 forming in magma chambers below the crust, 00:01:56.310 --> 00:01:57.900 then uplifting towards the surface 00:01:57.900 --> 00:01:59.640 through tectonic activity. 00:01:59.640 --> 00:02:01.020 Once exposed to the elements, 00:02:01.020 --> 00:02:03.480 the deposits can experience weathering and erosion, 00:02:03.480 --> 00:02:06.000 which allows them to gradually recycle back into the earth, 00:02:06.000 --> 00:02:08.790 unless people find and mine them first. 00:02:08.790 --> 00:02:10.350 How can renewable natural resources 00:02:10.350 --> 00:02:12.570 be unevenly distributed across Earth though? 00:02:12.570 --> 00:02:15.690 Doesn't everywhere have things like sunlight and wind? 00:02:15.690 --> 00:02:18.720 Well, yes, but Earth's tilt means that some places 00:02:18.720 --> 00:02:20.070 experience more direct sunlight 00:02:20.070 --> 00:02:21.780 throughout the year than others. 00:02:21.780 --> 00:02:23.310 And geography and other factors 00:02:23.310 --> 00:02:25.950 mean that some places are windier than others. 00:02:25.950 --> 00:02:26.783 For example, 00:02:26.783 --> 00:02:28.830 take a look at this map of average annual wind speeds 00:02:28.830 --> 00:02:31.050 across the contiguous United States. 00:02:31.050 --> 00:02:32.610 These purple, red, and orange places 00:02:32.610 --> 00:02:34.860 typically experience higher wind speeds, 00:02:34.860 --> 00:02:36.300 while these green and yellow places 00:02:36.300 --> 00:02:38.880 typically experience lower wind speeds. 00:02:38.880 --> 00:02:41.460 As a result, this central part of the country here 00:02:41.460 --> 00:02:44.220 has a much higher capacity for producing wind energy, 00:02:44.220 --> 00:02:45.540 so more people have invested in 00:02:45.540 --> 00:02:47.820 wind turbine technologies in these places. 00:02:47.820 --> 00:02:49.590 We can see that in this second map, 00:02:49.590 --> 00:02:50.730 which shows the distribution 00:02:50.730 --> 00:02:53.130 of wind power plants across the same area. 00:02:53.130 --> 00:02:55.110 Notice how most of the country's wind power plants 00:02:55.110 --> 00:02:56.670 are concentrated around the places 00:02:56.670 --> 00:02:59.310 where people recorded the highest wind speeds. 00:02:59.310 --> 00:03:01.230 The distribution of certain natural resources 00:03:01.230 --> 00:03:03.570 can also be impacted by human activities. 00:03:03.570 --> 00:03:05.310 After all, we typically need to harvest 00:03:05.310 --> 00:03:07.620 and move natural resources to use them. 00:03:07.620 --> 00:03:10.530 Think about fossil fuels, like coal and oil. 00:03:10.530 --> 00:03:12.870 Humans extract these raw materials from Earth's crust 00:03:12.870 --> 00:03:14.430 using mining or drilling wells 00:03:14.430 --> 00:03:16.140 and then transport them all over the world 00:03:16.140 --> 00:03:17.940 to refine into usable products. 00:03:17.940 --> 00:03:19.710 Once fossil fuels are removed from the ground, 00:03:19.710 --> 00:03:22.410 it can take millions of years for Earth to replace them. 00:03:22.410 --> 00:03:25.110 So every time we use these non-renewable resources, 00:03:25.110 --> 00:03:27.210 we have less available for future use. 00:03:27.210 --> 00:03:29.070 People can seek out new deposits, 00:03:29.070 --> 00:03:32.040 but they run the risk of finding lower-quality materials 00:03:32.040 --> 00:03:33.420 or sites that are more challenging 00:03:33.420 --> 00:03:35.400 to extract resources from. 00:03:35.400 --> 00:03:38.490 Even renewable resources can be affected by human actions. 00:03:38.490 --> 00:03:40.470 Take fresh water, for example. 00:03:40.470 --> 00:03:42.570 People may redistribute fresh water on the surface 00:03:42.570 --> 00:03:45.540 by building dams across rivers or other waterways. 00:03:45.540 --> 00:03:47.760 Dams store water for communities to use, 00:03:47.760 --> 00:03:50.520 and some even act as renewable hydropower generators, 00:03:50.520 --> 00:03:51.690 converting the kinetic energy 00:03:51.690 --> 00:03:53.580 of running water into electricity. 00:03:53.580 --> 00:03:56.160 However, by changing the natural flow of the water, 00:03:56.160 --> 00:03:57.810 dams can reduce the amount of water 00:03:57.810 --> 00:04:01.110 available to communities and ecosystems further downstream. 00:04:01.110 --> 00:04:02.940 People may also redistribute freshwater 00:04:02.940 --> 00:04:04.950 by pumping it up from underground. 00:04:04.950 --> 00:04:07.230 Groundwater can consistently provide freshwater 00:04:07.230 --> 00:04:09.450 in places where other sources are scarce, 00:04:09.450 --> 00:04:11.160 but if communities draw that groundwater up 00:04:11.160 --> 00:04:13.290 faster than the water cycle can replenish it, 00:04:13.290 --> 00:04:14.850 it can dry up. 00:04:14.850 --> 00:04:16.980 Naturally, unequal distribution of resources 00:04:16.980 --> 00:04:19.200 already makes life difficult for some places. 00:04:19.200 --> 00:04:20.700 And without careful management, 00:04:20.700 --> 00:04:23.550 human activities can make these disparities even worse. 00:04:23.550 --> 00:04:26.130 However, if we work together to avoid overexploiting 00:04:26.130 --> 00:04:28.500 the resources our planet naturally provides, 00:04:28.500 --> 00:04:30.630 whether they can renew themselves or not, 00:04:30.630 --> 00:04:33.330 we can all continue to thrive no matter where we live.

Student navigation

https://www.youtube.com/watch?v=rOMHRI5Ii78

vtt

https://www.youtube.com/api/timedtext?v=rOMHRI5Ii78&ei=tFWUZf2JCu7oxN8PqtyL4A0&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245284&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=90B9BA2173444AA1CAA1BFC716A4D24351C7CBD5.7B21FD48A07DD7620ABA29849BD297D202146EFF&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.330 --> 00:00:03.000 - Hi, I'm Stacy with Khan Academy. 00:00:03.000 --> 00:00:05.220 And today I'm going to show you how students 00:00:05.220 --> 00:00:07.470 will navigate our new mastery view 00:00:07.470 --> 00:00:09.750 within the learning platform. 00:00:09.750 --> 00:00:11.850 Students will no longer need to navigate 00:00:11.850 --> 00:00:15.120 to a course homepage, or to their learner homepage, 00:00:15.120 --> 00:00:18.750 in order to find the work that they would like to focus on. 00:00:18.750 --> 00:00:22.620 Navigation is now very easy to do from this learning screen 00:00:22.620 --> 00:00:26.193 so that students can focus on learning, not navigation. 00:00:27.180 --> 00:00:29.610 When students are working within Khan Academy 00:00:29.610 --> 00:00:32.460 their screen will look just like this one. 00:00:32.460 --> 00:00:35.940 This left side menu opens by default, 00:00:35.940 --> 00:00:39.210 but if students prefer a focused content experience 00:00:39.210 --> 00:00:40.770 they can hide this menu 00:00:40.770 --> 00:00:43.263 by clicking on the arrow pointing to the left. 00:00:44.370 --> 00:00:47.670 Whenever students are ready they can always open that menu 00:00:47.670 --> 00:00:50.793 back up by once again, clicking on the arrow. 00:00:52.470 --> 00:00:54.690 Notice that there is now a menu 00:00:54.690 --> 00:00:59.553 at the top of the left side screen dedicated to assignments. 00:01:00.480 --> 00:01:04.710 The assignments in this menu appear in order of due date, 00:01:04.710 --> 00:01:07.920 regardless of whether or not the student has completed them, 00:01:07.920 --> 00:01:10.950 so students are always seeing the next assignment 00:01:10.950 --> 00:01:11.823 that is due. 00:01:12.720 --> 00:01:16.110 Notice that in my list, my assignments are organized 00:01:16.110 --> 00:01:17.370 by due date. 00:01:17.370 --> 00:01:21.000 On the left navigation menu, all experiences are listed 00:01:21.000 --> 00:01:23.910 in chronological order as students work 00:01:23.910 --> 00:01:25.323 through course mastery. 00:01:26.250 --> 00:01:29.010 This is especially helpful when students are looking 00:01:29.010 --> 00:01:31.320 for content to support exercises 00:01:31.320 --> 00:01:32.733 that they may be working on. 00:01:33.767 --> 00:01:38.220 Notice that this exercise is preceded by an article, 00:01:38.220 --> 00:01:40.680 and two instructional videos. 00:01:40.680 --> 00:01:44.160 That communicates to the student that those videos, 00:01:44.160 --> 00:01:46.560 and that article inform the content 00:01:46.560 --> 00:01:50.343 with which they will be practicing during this exercise. 00:01:51.600 --> 00:01:53.610 If students have been given an instruction 00:01:53.610 --> 00:01:57.450 by their teacher to focus solely on completing exercises 00:01:57.450 --> 00:01:59.850 which they can easily identify by looking 00:01:59.850 --> 00:02:04.380 for a Mastery tower, they can find their next exercise 00:02:04.380 --> 00:02:07.890 by using these arrows to click to the left and the right 00:02:07.890 --> 00:02:11.850 to navigate to lessons that are within this unit. 00:02:11.850 --> 00:02:15.450 If I click to the left, I'll go to the previous lesson 00:02:15.450 --> 00:02:18.270 and I can see the exercise available there, 00:02:18.270 --> 00:02:19.950 and if I click to the right 00:02:19.950 --> 00:02:22.410 I'll move to future lessons where I'm also 00:02:22.410 --> 00:02:25.683 able to identify content that I still need to complete. 00:02:27.030 --> 00:02:29.790 In this view, mastery levels are easy 00:02:29.790 --> 00:02:31.920 for students to identify by looking 00:02:31.920 --> 00:02:35.580 for the Mastery Tower next to each exercise. 00:02:35.580 --> 00:02:39.000 Students can use these bars to focus their practice 00:02:39.000 --> 00:02:41.400 as they work toward full mastery 00:02:41.400 --> 00:02:43.743 of each skill within the course. 00:02:45.240 --> 00:02:48.390 Notice that if a student is working on course mastery 00:02:48.390 --> 00:02:51.900 and their course mastery goal does not match the course 00:02:51.900 --> 00:02:54.960 with which their assignments are being pulled from, 00:02:54.960 --> 00:02:57.780 the students will see different titles. 00:02:57.780 --> 00:03:00.900 In this case, my course mastery goal is set 00:03:00.900 --> 00:03:03.090 to get ready for eighth grade. 00:03:03.090 --> 00:03:05.970 So as I navigate that content, I'm looking 00:03:05.970 --> 00:03:10.020 at content from the Get Ready for eighth grade course. 00:03:10.020 --> 00:03:13.950 My assignments that were given by my teacher are being given 00:03:13.950 --> 00:03:18.120 from the full eighth grade math class content. 00:03:18.120 --> 00:03:21.990 So if I'm choosing to work on my self-paced learning journey 00:03:21.990 --> 00:03:26.190 through Course Mastery, as I complete exercises 00:03:26.190 --> 00:03:29.820 I'm going to want to click on the up next button. 00:03:29.820 --> 00:03:32.400 This up next button is going to take me 00:03:32.400 --> 00:03:35.280 to the next exercise video, or article 00:03:35.280 --> 00:03:38.100 within this course mastery view. 00:03:38.100 --> 00:03:41.550 However, if I click on the blue button 00:03:41.550 --> 00:03:44.790 titled next assignment, it's going to take me 00:03:44.790 --> 00:03:48.750 to the next assignment that's available from my teacher. 00:03:48.750 --> 00:03:51.690 We hope that you enjoy the new mastery view within 00:03:51.690 --> 00:03:55.200 the learning platform, and that it makes navigation easy 00:03:55.200 --> 00:03:57.650 as you continue to work on your learning journey.

Sewage treatment

https://www.youtube.com/watch?v=_a8Mbkt_o80

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https://www.youtube.com/api/timedtext?v=_a8Mbkt_o80&ei=tFWUZebwCrimp-oPmbSfuAY&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245284&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=EFC6809AF724D2185DFB3AD059D8B98D84FCBE49.817DF2CE67A067684C89918D46FABDF773E15782&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.150 --> 00:00:02.190 - [Narrator] This is my cat, Rubiks. 00:00:02.190 --> 00:00:04.440 One of the many amazing things about Rubiks is 00:00:04.440 --> 00:00:06.840 that he naturally works to keep himself clean. 00:00:06.840 --> 00:00:08.970 His barbed tongue is really good 00:00:08.970 --> 00:00:10.350 at getting rid of the dust and dirt 00:00:10.350 --> 00:00:12.450 that he gets in his fur every day, 00:00:12.450 --> 00:00:15.900 but sometimes he needs a little help getting clean. 00:00:15.900 --> 00:00:19.110 Healthy lakes and rivers are kind of like cats. 00:00:19.110 --> 00:00:21.270 They naturally clean themselves. 00:00:21.270 --> 00:00:22.380 They have lots of spaces 00:00:22.380 --> 00:00:24.420 where contaminants from water can settle 00:00:24.420 --> 00:00:25.860 and to be filtered out by the soil 00:00:25.860 --> 00:00:27.690 and organisms like plants. 00:00:27.690 --> 00:00:29.430 The clean water produced by these systems 00:00:29.430 --> 00:00:31.710 is important for irrigation, drinking water, 00:00:31.710 --> 00:00:32.940 and the ecosystem. 00:00:32.940 --> 00:00:34.710 But when humans add sewage 00:00:34.710 --> 00:00:37.500 and storm water pollution into rivers too quickly 00:00:37.500 --> 00:00:40.590 natural ponds and streams can't keep up. 00:00:40.590 --> 00:00:42.330 The pollution can then build up 00:00:42.330 --> 00:00:45.150 and become a danger to wildlife and people. 00:00:45.150 --> 00:00:46.530 To prevent this from happening 00:00:46.530 --> 00:00:48.540 many urban areas in developed countries 00:00:48.540 --> 00:00:51.720 use water management systems to treat their water waste. 00:00:51.720 --> 00:00:54.270 Let's say I'm giving Rubiks a bath one day, 00:00:54.270 --> 00:00:55.740 when I unplug the drain 00:00:55.740 --> 00:00:57.030 where will the water go? 00:00:57.030 --> 00:01:00.030 First, it will travel through a long network of sewer pipes 00:01:00.030 --> 00:01:01.710 where it will be joined by water waste 00:01:01.710 --> 00:01:03.600 from homes and businesses 00:01:03.600 --> 00:01:04.890 and maybe some storm water 00:01:04.890 --> 00:01:06.810 from catch basins along roads. 00:01:06.810 --> 00:01:09.300 Eventually, it will reach the water treatment plant 00:01:09.300 --> 00:01:11.550 where it'll go under primary sewage treatment. 00:01:11.550 --> 00:01:12.990 Primary sewage treatment, 00:01:12.990 --> 00:01:15.540 which is also called physical sewage treatment 00:01:15.540 --> 00:01:17.550 is where the treatment plant physically takes out 00:01:17.550 --> 00:01:19.050 large objects from the water. 00:01:19.050 --> 00:01:21.090 This prevents the objects from clocking up the pipes 00:01:21.090 --> 00:01:23.490 and pumps in future treatment steps. 00:01:23.490 --> 00:01:24.720 During primary treatment, 00:01:24.720 --> 00:01:27.210 the water goes through a series of screens 00:01:27.210 --> 00:01:30.000 with progressively smaller and smaller openings. 00:01:30.000 --> 00:01:34.290 The screens sift out objects like sticks, rocks, rags, 00:01:34.290 --> 00:01:36.990 plastic bottles, and Rubik's hair. 00:01:36.990 --> 00:01:39.900 Even though the screens take out many of the larger objects 00:01:39.900 --> 00:01:42.720 there's still a lot of grit in the water afterwards. 00:01:42.720 --> 00:01:46.590 Grit is made up of small loose particles of sand, gravel, 00:01:46.590 --> 00:01:48.600 coffee grounds, food waste, 00:01:48.600 --> 00:01:50.250 and other pieces of material. 00:01:50.250 --> 00:01:51.480 To get rid of the grit, 00:01:51.480 --> 00:01:53.130 the treatment plant pumps the water 00:01:53.130 --> 00:01:54.660 through long narrow tanks 00:01:54.660 --> 00:01:56.130 that slow down the flow enough 00:01:56.130 --> 00:01:58.530 that the grit has time to settle to the bottom. 00:01:58.530 --> 00:02:00.150 All that thick soft mud 00:02:00.150 --> 00:02:02.040 that gathers at the bottom of the grit tank 00:02:02.040 --> 00:02:03.480 is called sludge, 00:02:03.480 --> 00:02:05.580 and it's collected and treated. 00:02:05.580 --> 00:02:07.290 The water then moves on to secondary 00:02:07.290 --> 00:02:09.420 or biological treatment. 00:02:09.420 --> 00:02:12.210 During this stage, the wastewater is aerated 00:02:12.210 --> 00:02:13.590 or mixed with air 00:02:13.590 --> 00:02:15.030 to create perfect conditions 00:02:15.030 --> 00:02:17.850 to help increase the population of aerobic bacteria. 00:02:17.850 --> 00:02:19.590 Aerobic bacteria are important 00:02:19.590 --> 00:02:21.780 because they quickly feed on and break down 00:02:21.780 --> 00:02:23.340 the organic waste in the water. 00:02:23.340 --> 00:02:27.360 Sometimes bacteria loaded sludge called activated sludge 00:02:27.360 --> 00:02:30.570 is also added to help grow even more bacteria. 00:02:30.570 --> 00:02:32.640 When the bacteria have plenty of oxygen 00:02:32.640 --> 00:02:35.640 they metabolize the organic material into carbon dioxide 00:02:35.640 --> 00:02:37.620 and yes, more sludge. 00:02:37.620 --> 00:02:39.660 The sludge, again, settles to the bottom of the tank 00:02:39.660 --> 00:02:41.460 and is collected for treatment. 00:02:41.460 --> 00:02:43.140 I like to think of secondary treatment 00:02:43.140 --> 00:02:45.030 as kind of like being a good caretaker 00:02:45.030 --> 00:02:47.100 to millions of microbial pets 00:02:47.100 --> 00:02:50.730 when we provide our microscopic pets with oxygen and food 00:02:50.730 --> 00:02:52.710 then they help us out by doing the cleaning work. 00:02:52.710 --> 00:02:54.000 That's why secondary treatment 00:02:54.000 --> 00:02:55.980 is also called biological treatment 00:02:55.980 --> 00:02:58.230 because it uses living organisms. 00:02:58.230 --> 00:02:59.640 Like primary treatment, 00:02:59.640 --> 00:03:02.250 secondary treatment generates lots of sludge. 00:03:02.250 --> 00:03:04.050 Some of the sludge may be recycled 00:03:04.050 --> 00:03:06.690 and added to water entering secondary treatment. 00:03:06.690 --> 00:03:08.100 This increases the population 00:03:08.100 --> 00:03:10.080 of aerobic bacteria in the wastewater 00:03:10.080 --> 00:03:12.900 so the bacteria remove the organic waste faster. 00:03:12.900 --> 00:03:15.390 The sludge collected from primary and secondary treatment 00:03:15.390 --> 00:03:18.120 can be dried and buried as a waste product, 00:03:18.120 --> 00:03:19.710 or dehydrated and heated 00:03:19.710 --> 00:03:22.620 to make a soil like material called biosolids 00:03:22.620 --> 00:03:24.600 that can be used in agriculture. 00:03:24.600 --> 00:03:25.860 By the time the primary 00:03:25.860 --> 00:03:28.140 and secondary treatment steps are completed 00:03:28.140 --> 00:03:31.170 about 85% of the organic pollution has been removed 00:03:31.170 --> 00:03:32.370 from the wastewater, 00:03:32.370 --> 00:03:34.650 but there are still some disease causing bacteria 00:03:34.650 --> 00:03:36.960 and viruses that are present in the water. 00:03:36.960 --> 00:03:39.060 So most treatment plants add another step 00:03:39.060 --> 00:03:41.220 to secondary treatment, disinfection. 00:03:41.220 --> 00:03:42.300 Some treatment plants 00:03:42.300 --> 00:03:44.310 may use ultraviolet light treatment 00:03:44.310 --> 00:03:45.960 to prevent disease carrying bacteria 00:03:45.960 --> 00:03:47.490 from being able to multiply 00:03:47.490 --> 00:03:49.350 or treatment may use chlorine 00:03:49.350 --> 00:03:50.820 or ozone treatment processes 00:03:50.820 --> 00:03:53.220 to kill bacteria and viruses. 00:03:53.220 --> 00:03:55.440 Chlorination will kill more than 99% 00:03:55.440 --> 00:03:57.210 of the harmful bacteria. 00:03:57.210 --> 00:04:00.000 In some places, the wastewater treatment plant directly 00:04:00.000 --> 00:04:02.910 releases cleaned water into drinking water sources, 00:04:02.910 --> 00:04:04.620 agricultural water sources, 00:04:04.620 --> 00:04:06.660 or recreational water bodies. 00:04:06.660 --> 00:04:07.560 In these cases, 00:04:07.560 --> 00:04:10.050 the water may go through yet another treatment process 00:04:10.050 --> 00:04:13.800 called tertiary treatment or advanced treatment. 00:04:13.800 --> 00:04:15.540 Tertiary treatment looks different 00:04:15.540 --> 00:04:17.520 at different water treatment plants. 00:04:17.520 --> 00:04:19.770 Sometimes it uses a more targeted approach 00:04:19.770 --> 00:04:22.440 to the removal of specific wastewater components. 00:04:22.440 --> 00:04:25.410 Some examples include additional biological treatments 00:04:25.410 --> 00:04:28.050 capable of removing nitrogen and phosphorus 00:04:28.050 --> 00:04:30.450 or physical chemical separation techniques 00:04:30.450 --> 00:04:34.470 such as filtration, carbon absorption, distillation, 00:04:34.470 --> 00:04:38.160 and reverse osmosis for removing a variety of chemicals. 00:04:38.160 --> 00:04:39.750 Despite being effective, 00:04:39.750 --> 00:04:43.590 these techniques are expensive and not widely used. 00:04:43.590 --> 00:04:45.690 After treatment, the newly cleaned water 00:04:45.690 --> 00:04:47.250 will go out into the world, 00:04:47.250 --> 00:04:49.650 perhaps to an ocean or to a river 00:04:49.650 --> 00:04:52.293 or maybe even into Rubik's next bath.

Evidence of evolution: embryology

https://www.youtube.com/watch?v=3444TjgJ8ro

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https://www.youtube.com/api/timedtext?v=3444TjgJ8ro&ei=tFWUZc-YE8-qp-oP0M-wuAU&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245284&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=6C51B05DDDDCA5F266A9455B4EA5BC8F55459308.E1FEDCB611213DB3FCBBE211CA5300C45491FF8E&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.360 --> 00:00:02.760 - Do you ever wish that you had a tail? 00:00:02.760 --> 00:00:04.470 You could swing your way to school, 00:00:04.470 --> 00:00:06.390 bake pies more efficiently, 00:00:06.390 --> 00:00:09.570 and carry an umbrella while keeping your hands free. 00:00:09.570 --> 00:00:12.420 The funny thing is, you did have a tail once, 00:00:12.420 --> 00:00:13.890 before you were born. 00:00:13.890 --> 00:00:16.290 Back then, you were an embryo. 00:00:16.290 --> 00:00:19.050 An embryo is an organism that is in the earliest stages 00:00:19.050 --> 00:00:22.320 of development before it is born or hatched. 00:00:22.320 --> 00:00:24.630 Early on in the growth of a human embryo, 00:00:24.630 --> 00:00:27.090 the embryo has a tail-like structure. 00:00:27.090 --> 00:00:29.730 As time goes on, the embryo grows, 00:00:29.730 --> 00:00:32.820 and eventually the cells that made up that tail structure 00:00:32.820 --> 00:00:35.310 shift and form the tailbone, 00:00:35.310 --> 00:00:37.530 which makes up the bottom of the spine. 00:00:37.530 --> 00:00:40.050 By the time the embryo is eight weeks old, 00:00:40.050 --> 00:00:42.450 the tail is not visible at all. 00:00:42.450 --> 00:00:46.170 Humans are not the only species to have tails as embryos. 00:00:46.170 --> 00:00:47.100 We share this trait 00:00:47.100 --> 00:00:49.380 with the embryos of many other vertebrates, 00:00:49.380 --> 00:00:51.240 which are animals with a backbone, 00:00:51.240 --> 00:00:55.110 such as monkeys, mice, turtles, and chickens. 00:00:55.110 --> 00:00:57.300 Scientists call features such as embryo tails 00:00:57.300 --> 00:00:58.770 homologous features. 00:00:58.770 --> 00:01:01.050 Structurally similar anatomical features that 00:01:01.050 --> 00:01:03.660 two species share that indicate that the species 00:01:03.660 --> 00:01:05.220 share a common ancestor. 00:01:05.220 --> 00:01:07.650 Identifying homologous features can help scientists 00:01:07.650 --> 00:01:10.380 figure out how different species are related to each other 00:01:10.380 --> 00:01:12.090 and how they evolved. 00:01:12.090 --> 00:01:14.460 Studying embryos is a helpful way for scientists 00:01:14.460 --> 00:01:16.740 to find similarities between species. 00:01:16.740 --> 00:01:18.570 Similarities that might not be visible 00:01:18.570 --> 00:01:21.330 once the animals are born and grow up. 00:01:21.330 --> 00:01:23.550 In general, embryos of related species have 00:01:23.550 --> 00:01:25.170 more obvious homologous features 00:01:25.170 --> 00:01:27.330 at earlier stages of development, 00:01:27.330 --> 00:01:30.510 before the embryos anatomy becomes highly specialized. 00:01:30.510 --> 00:01:32.940 During the stages of an embryos development, 00:01:32.940 --> 00:01:35.910 the embryo goes through a lot of physical changes. 00:01:35.910 --> 00:01:37.710 The embryo of an elephant starts out weighing 00:01:37.710 --> 00:01:40.080 less than a gram and it eventually grows 00:01:40.080 --> 00:01:43.050 to its birth weight of about 100 kilograms. 00:01:43.050 --> 00:01:45.180 Let's take a closer look at the kinds of changes 00:01:45.180 --> 00:01:47.820 the elephant embryo goes through as it develops. 00:01:47.820 --> 00:01:51.480 As an embryo grows, its physical structures change. 00:01:51.480 --> 00:01:53.220 Some structures become visible, 00:01:53.220 --> 00:01:55.050 and others disappear. 00:01:55.050 --> 00:01:57.750 For example, towards the beginning of development, 00:01:57.750 --> 00:01:59.760 an elephant embryo has structures called 00:01:59.760 --> 00:02:03.540 pharyngeal arches, or gill arches, on its neck. 00:02:03.540 --> 00:02:07.560 As the embryo grows, the pharyngeal arches change structure 00:02:07.560 --> 00:02:10.200 and help form the ears and jaws of the elephant. 00:02:10.200 --> 00:02:12.300 And it turns out, all vertebrate embryos 00:02:12.300 --> 00:02:14.730 have pharyngeal arches early in their development. 00:02:14.730 --> 00:02:18.180 In fish, these arches develop into gill structures. 00:02:18.180 --> 00:02:21.090 In humans and other mammals, these arches develop into 00:02:21.090 --> 00:02:24.450 ear and jaw structures, just like they did in the elephant. 00:02:24.450 --> 00:02:27.090 Pharyngeal arches are homologous features, 00:02:27.090 --> 00:02:29.220 even though we can only see this homologous feature 00:02:29.220 --> 00:02:31.230 early on in embryo development. 00:02:31.230 --> 00:02:33.450 Pharyngeal arches provide evidence to scientists 00:02:33.450 --> 00:02:35.703 that all vertebrates share a common ancestor. 00:02:36.540 --> 00:02:38.550 More distantly related species tend to share 00:02:38.550 --> 00:02:41.340 fewer homologous features during both embryo development 00:02:41.340 --> 00:02:42.210 and after birth. 00:02:42.210 --> 00:02:44.550 More closely related species tend to share more 00:02:44.550 --> 00:02:46.740 homologous features during both embryo development 00:02:46.740 --> 00:02:47.790 and after birth. 00:02:47.790 --> 00:02:51.150 So even though you don't have a tail, as far as I know, 00:02:51.150 --> 00:02:53.580 studying homologous features in embryos, 00:02:53.580 --> 00:02:55.620 shows scientists that humans are related to 00:02:55.620 --> 00:02:58.893 many tail-using creatures because of evolution.

Evolution

https://www.youtube.com/watch?v=i3sdIHaa4jQ

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WEBVTT Kind: captions Language: en 00:00:00.720 --> 00:00:02.280 - [Speaker] How many different species 00:00:02.280 --> 00:00:04.410 or kinds of birds are there? 00:00:04.410 --> 00:00:05.700 Take a guess. 00:00:05.700 --> 00:00:08.790 100, 1,000, more? 00:00:08.790 --> 00:00:10.830 Well, biologists have estimated 00:00:10.830 --> 00:00:14.460 that there are at least 10,000 different species of birds 00:00:14.460 --> 00:00:17.250 all around the world, and some biologists think 00:00:17.250 --> 00:00:21.630 that there are even more, up to 18,000 different species. 00:00:21.630 --> 00:00:24.000 Birds are incredibly diverse. 00:00:24.000 --> 00:00:27.060 Think about the differences between an eagle, a parrot, 00:00:27.060 --> 00:00:30.090 a hummingbird, a duck, and a penguin. 00:00:30.090 --> 00:00:33.180 Some of them are small and some are big, 00:00:33.180 --> 00:00:34.470 and take a look at the differences 00:00:34.470 --> 00:00:37.470 in their beaks or bills and their feathers. 00:00:37.470 --> 00:00:40.050 And not all of these birds can fly, either. 00:00:40.050 --> 00:00:43.293 Penguins use their wings like flippers to swim underwater. 00:00:44.550 --> 00:00:48.210 Collectively, these 10,000 plus different species of birds 00:00:48.210 --> 00:00:50.100 are a product of evolution, 00:00:50.100 --> 00:00:52.230 which is the change in heritable traits 00:00:52.230 --> 00:00:56.193 that occurs in a group of organisms over many generations. 00:00:57.810 --> 00:01:01.230 But what are these heritable traits exactly? 00:01:01.230 --> 00:01:03.570 Heritable traits are those that are passed 00:01:03.570 --> 00:01:05.940 from parents to offspring via genes, 00:01:05.940 --> 00:01:07.320 and they include things like 00:01:07.320 --> 00:01:09.150 the colorful patterns and plumage 00:01:09.150 --> 00:01:12.540 or the webbing or toes and claws of bird feet. 00:01:12.540 --> 00:01:15.570 And even though offspring inherit traits from their parents 00:01:15.570 --> 00:01:17.880 and look pretty similar to them, 00:01:17.880 --> 00:01:20.010 over many, many generations, 00:01:20.010 --> 00:01:22.473 these heritable traits can change. 00:01:23.400 --> 00:01:26.460 Evolution is made possible by genetic variation 00:01:26.460 --> 00:01:29.670 or differences in genes within a population. 00:01:29.670 --> 00:01:32.010 Genes are passed from parents to offspring 00:01:32.010 --> 00:01:35.490 and they affect how an organism develops, how it functions, 00:01:35.490 --> 00:01:37.410 and even how it looks. 00:01:37.410 --> 00:01:40.650 Genes can come in different forms or alleles, 00:01:40.650 --> 00:01:43.380 which can lead to different versions of a trait. 00:01:43.380 --> 00:01:46.980 For example, in city pigeons, also called rock doves, 00:01:46.980 --> 00:01:48.930 which you might see flying around, 00:01:48.930 --> 00:01:51.240 different alleles cause different eye colors 00:01:51.240 --> 00:01:54.090 such as orange, black, and white. 00:01:54.090 --> 00:01:57.000 Genetic variation causes organisms within a population 00:01:57.000 --> 00:01:58.560 to have a range of traits 00:01:58.560 --> 00:02:01.620 like differences in plumage or eye color. 00:02:01.620 --> 00:02:05.160 Genetic variation can come from lots of different sources, 00:02:05.160 --> 00:02:08.250 one of which is through sexual reproduction. 00:02:08.250 --> 00:02:10.710 This type of reproduction causes offspring 00:02:10.710 --> 00:02:14.010 to have different sets of traits compared to their parents 00:02:14.010 --> 00:02:15.900 because they receive genetic material 00:02:15.900 --> 00:02:17.910 from both of their parents. 00:02:17.910 --> 00:02:19.470 In other words, the offspring 00:02:19.470 --> 00:02:23.010 aren't an exact genetic copy of either parent. 00:02:23.010 --> 00:02:25.020 In this example of rock doves, 00:02:25.020 --> 00:02:28.590 parents carry different alleles that affect their plumage, 00:02:28.590 --> 00:02:31.620 and, in turn, their offspring can inherit 00:02:31.620 --> 00:02:32.970 different sets of traits 00:02:32.970 --> 00:02:36.450 and may look quite different from their parents. 00:02:36.450 --> 00:02:38.700 Now, let's take a look at that dove example 00:02:38.700 --> 00:02:40.200 with the plumage differences 00:02:40.200 --> 00:02:42.570 and think about it at the population level 00:02:42.570 --> 00:02:44.760 with lots of doves. 00:02:44.760 --> 00:02:46.980 You could imagine that those plumage traits 00:02:46.980 --> 00:02:49.770 can change over many, many generations 00:02:49.770 --> 00:02:53.250 of parents and offspring in a large population. 00:02:53.250 --> 00:02:54.900 You might see new traits appear 00:02:54.900 --> 00:02:58.500 like different colors or different patterns and feathers, 00:02:58.500 --> 00:03:01.230 or existing traits like dark colors 00:03:01.230 --> 00:03:03.960 may become more or less common. 00:03:03.960 --> 00:03:05.850 When this type of change occurs 00:03:05.850 --> 00:03:08.910 or any change in heritable traits, 00:03:08.910 --> 00:03:11.493 that group of organisms has evolved. 00:03:12.750 --> 00:03:16.260 Over many generations, small differences in traits 00:03:16.260 --> 00:03:20.340 between generations can add up, and over time, 00:03:20.340 --> 00:03:23.310 over thousands to millions of years, 00:03:23.310 --> 00:03:27.210 evolution can give rise to new types of organisms. 00:03:27.210 --> 00:03:29.640 For example, over many generations, 00:03:29.640 --> 00:03:33.060 one population can evolve into two different species, 00:03:33.060 --> 00:03:35.610 like the rock dove and the hill pigeon. 00:03:35.610 --> 00:03:37.410 Even though these two types of birds 00:03:37.410 --> 00:03:39.600 look pretty similar to one another, 00:03:39.600 --> 00:03:41.100 they are a distinct species 00:03:41.100 --> 00:03:44.340 that have been changing along independent evolutionary paths 00:03:44.340 --> 00:03:46.383 for about a million years. 00:03:47.610 --> 00:03:51.600 Over the billions of years that life has existed on Earth, 00:03:51.600 --> 00:03:54.420 evolution has given rise to the amazing diversity 00:03:54.420 --> 00:03:56.790 of organisms on our planet. 00:03:56.790 --> 00:04:00.780 We have over 10,000 species of birds alive today, 00:04:00.780 --> 00:04:02.430 and there are even more 00:04:02.430 --> 00:04:05.760 bird ancestors species that once existed. 00:04:05.760 --> 00:04:08.730 Ancestors that were literally dinosaurs, 00:04:08.730 --> 00:04:11.283 but, that's a topic for another video.

Human impacts on the environment

https://www.youtube.com/watch?v=ThpzFgoGrKE

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en

WEBVTT Kind: captions Language: en 00:00:00.270 --> 00:00:01.770 - [Narrator] Everything we do has an impact 00:00:01.770 --> 00:00:03.300 on the world around us. 00:00:03.300 --> 00:00:06.120 That can be a good thing, or a bad one. 00:00:06.120 --> 00:00:09.240 For most of us, that impact can seem pretty small. 00:00:09.240 --> 00:00:11.070 If you throw an empty can on the ground 00:00:11.070 --> 00:00:12.840 instead of in the recycling bin, 00:00:12.840 --> 00:00:15.120 your local park will still be pretty clean. 00:00:15.120 --> 00:00:16.980 Those actions can add up though. 00:00:16.980 --> 00:00:18.360 What if everyone you know decides 00:00:18.360 --> 00:00:20.940 to start throwing their trash on the ground too? 00:00:20.940 --> 00:00:22.530 Or a nearby factory decides 00:00:22.530 --> 00:00:24.810 to dump all of their trash there? 00:00:24.810 --> 00:00:28.020 As the human population of Earth grows, we tend to consume 00:00:28.020 --> 00:00:31.650 and throw away more and more natural resources. 00:00:31.650 --> 00:00:34.290 This trash bile is a simple example of pollution, 00:00:34.290 --> 00:00:36.540 which can also refer to toxic particles 00:00:36.540 --> 00:00:38.460 in our air or waterways. 00:00:38.460 --> 00:00:39.960 Human activities are also contributing 00:00:39.960 --> 00:00:41.550 to more complex problems, 00:00:41.550 --> 00:00:43.980 like overfishing or deforestation, 00:00:43.980 --> 00:00:45.780 which can drive wildlife to extinction 00:00:45.780 --> 00:00:47.370 and disrupt the natural processes 00:00:47.370 --> 00:00:49.710 that keep our planet running smoothly. 00:00:49.710 --> 00:00:51.240 Let's take a look at a real place 00:00:51.240 --> 00:00:54.360 that's facing some of these complex environmental problems. 00:00:54.360 --> 00:00:56.370 This is Lake Urmia in Iran, 00:00:56.370 --> 00:00:58.170 once the largest lake in the Middle East 00:00:58.170 --> 00:01:00.840 and the sixth largest saltwater lake on Earth. 00:01:00.840 --> 00:01:02.520 The lake was a popular destination 00:01:02.520 --> 00:01:05.460 for people who wanted to visit its uniquely salty shores, 00:01:05.460 --> 00:01:06.990 as well as for migratory birds, 00:01:06.990 --> 00:01:08.430 like flamingos and pelicans, 00:01:08.430 --> 00:01:10.770 who had stopped to rest during their long journeys. 00:01:10.770 --> 00:01:14.070 This satellite image of Lake Urmia is from 1984. 00:01:14.070 --> 00:01:17.400 Now, compare it to another image taken in 2018. 00:01:17.400 --> 00:01:20.520 In just a few decades, the lake has shrunk dramatically. 00:01:20.520 --> 00:01:21.810 What happened? 00:01:21.810 --> 00:01:23.370 Well, around the 1980s, 00:01:23.370 --> 00:01:25.830 Iran needed to create new jobs and sources of food 00:01:25.830 --> 00:01:27.570 for its growing population. 00:01:27.570 --> 00:01:29.790 More people began moving near Lake Urmia, 00:01:29.790 --> 00:01:31.800 converting large portions of the landscape 00:01:31.800 --> 00:01:33.450 into agricultural fields. 00:01:33.450 --> 00:01:35.280 They tried growing profitable new crops 00:01:35.280 --> 00:01:37.710 like apples, watermelon, and sugar beets, 00:01:37.710 --> 00:01:40.110 but many of these plants require a lot more water 00:01:40.110 --> 00:01:42.240 than the dry climate could provide. 00:01:42.240 --> 00:01:44.550 So people built dams across many of the rivers 00:01:44.550 --> 00:01:45.720 that float into the region 00:01:45.720 --> 00:01:47.970 so they could more easily transport fresh water 00:01:47.970 --> 00:01:49.800 to their fields and communities. 00:01:49.800 --> 00:01:51.870 Iran has always experienced droughts, 00:01:51.870 --> 00:01:53.760 but with people using up so much water, 00:01:53.760 --> 00:01:56.670 the impact of these droughts became much worse. 00:01:56.670 --> 00:01:58.530 Lake Urmia began to shrink. 00:01:58.530 --> 00:02:01.410 The remaining water became so salty that many aquatic fish 00:02:01.410 --> 00:02:03.420 and other small critters couldn't survive, 00:02:03.420 --> 00:02:04.530 leaving migratory birds 00:02:04.530 --> 00:02:06.660 and other wildlife without a source of food. 00:02:06.660 --> 00:02:08.820 Sandstorms blew salt from the dry lake bed 00:02:08.820 --> 00:02:10.230 over agricultural fields, 00:02:10.230 --> 00:02:11.670 making it even harder for people 00:02:11.670 --> 00:02:13.560 to grow food during droughts. 00:02:13.560 --> 00:02:15.210 Farmers were forced to move away, 00:02:15.210 --> 00:02:17.580 and many others from the tourist towns followed 00:02:17.580 --> 00:02:19.710 since few wanted to visit a vanishing lake 00:02:19.710 --> 00:02:22.470 where people could get sick from breathing the salty air. 00:02:22.470 --> 00:02:25.380 At one point, lake Imia lost nearly 90% 00:02:25.380 --> 00:02:26.640 of its historical volume, 00:02:26.640 --> 00:02:28.740 and many of its once thriving communities 00:02:28.740 --> 00:02:30.360 turned into ghost towns. 00:02:30.360 --> 00:02:32.730 There's no question that human activities, 00:02:32.730 --> 00:02:34.620 from unsustainable farming practices 00:02:34.620 --> 00:02:36.030 to diverting water flow, 00:02:36.030 --> 00:02:38.790 cause this environmental catastrophe. 00:02:38.790 --> 00:02:41.130 Human activities aren't always negative though. 00:02:41.130 --> 00:02:43.230 We can work together to design technologies 00:02:43.230 --> 00:02:46.170 that monitor and minimize our harmful impacts. 00:02:46.170 --> 00:02:48.450 Since environmental problems are often so complex, 00:02:48.450 --> 00:02:50.160 we need to consider a lot of different things 00:02:50.160 --> 00:02:52.200 to create sustainable solutions. 00:02:52.200 --> 00:02:53.790 What does scientific research tell us 00:02:53.790 --> 00:02:55.920 about this place and how it's changing? 00:02:55.920 --> 00:02:57.120 What are the needs, desires, 00:02:57.120 --> 00:02:59.520 and values of the people affected by this problem, 00:02:59.520 --> 00:03:02.160 both as individuals and as a society? 00:03:02.160 --> 00:03:03.420 Are there any constraints 00:03:03.420 --> 00:03:06.810 or challenges that could prevent us from taking action? 00:03:06.810 --> 00:03:08.880 Despite economic and political constraints, 00:03:08.880 --> 00:03:11.700 many Iranians support efforts to save Lake Urmia, 00:03:11.700 --> 00:03:13.950 which has encouraged leaders to provide more funding 00:03:13.950 --> 00:03:16.110 and other restoration resources. 00:03:16.110 --> 00:03:18.150 Key parts of the ecosystem are now protected 00:03:18.150 --> 00:03:20.190 by reserves or national parks. 00:03:20.190 --> 00:03:22.380 Researchers have introduced new farming practices 00:03:22.380 --> 00:03:23.213 to the region, 00:03:23.213 --> 00:03:25.440 such as planting less thirsty pomegranate trees 00:03:25.440 --> 00:03:28.410 or watering crops at night to prevent evaporation. 00:03:28.410 --> 00:03:30.150 This has allowed farmers to save water 00:03:30.150 --> 00:03:32.220 while still producing enough food. 00:03:32.220 --> 00:03:34.650 Finally, engineers have been building new technologies 00:03:34.650 --> 00:03:37.680 that transfer water from surrounding areas into the lake. 00:03:37.680 --> 00:03:39.180 Even with all of these changes, 00:03:39.180 --> 00:03:41.040 the problems plaguing Lake Urmia 00:03:41.040 --> 00:03:42.870 aren't completely fixed yet. 00:03:42.870 --> 00:03:44.760 Wildlife habitats still need to be restored 00:03:44.760 --> 00:03:46.440 so aquatic species can survive 00:03:46.440 --> 00:03:49.530 and migratory birds can fuel up for their long journeys. 00:03:49.530 --> 00:03:52.200 Water levels are still too low to attract many tourists. 00:03:52.200 --> 00:03:53.760 And salt from the exposed lake bed 00:03:53.760 --> 00:03:54.990 can still harm people's health 00:03:54.990 --> 00:03:56.940 when kicked up during sandstorms. 00:03:56.940 --> 00:03:58.530 People are worried that transferring water 00:03:58.530 --> 00:04:00.210 into Lake Urmia from nearby regions 00:04:00.210 --> 00:04:03.120 may cause even more widespread water shortages. 00:04:03.120 --> 00:04:05.070 Their needs and concerns need to be addressed 00:04:05.070 --> 00:04:07.950 for decisions to work properly in the long term. 00:04:07.950 --> 00:04:09.360 While there's still plenty left to do, 00:04:09.360 --> 00:04:11.730 these efforts, combined with a few good rain years, 00:04:11.730 --> 00:04:13.260 have allowed Lake Urmia to return 00:04:13.260 --> 00:04:15.630 to about half of its historical size. 00:04:15.630 --> 00:04:18.270 Check out this Google Earth image from 2022. 00:04:18.270 --> 00:04:19.860 It's not back to the way it was, 00:04:19.860 --> 00:04:21.900 but it's looking a bit better. 00:04:21.900 --> 00:04:23.910 Lake Urmia isn't the only lake on Earth 00:04:23.910 --> 00:04:26.010 that's under threat from human activities. 00:04:26.010 --> 00:04:28.380 For example, the Great Salt Lake in the United States 00:04:28.380 --> 00:04:31.140 is also shrinking for very similar reasons. 00:04:31.140 --> 00:04:33.180 Shared challenges can provide opportunities 00:04:33.180 --> 00:04:34.890 for people to share solutions. 00:04:34.890 --> 00:04:36.540 People can learn from what others are doing 00:04:36.540 --> 00:04:40.020 to fix similar problems or even brainstorm new ideas. 00:04:40.020 --> 00:04:41.700 For example, researchers from Iran 00:04:41.700 --> 00:04:43.650 and the United States have started working together 00:04:43.650 --> 00:04:45.180 to compare conservation activities 00:04:45.180 --> 00:04:46.590 on both of their salt lakes 00:04:46.590 --> 00:04:48.810 even though they're half a world apart. 00:04:48.810 --> 00:04:51.000 While human action often has a negative impact 00:04:51.000 --> 00:04:51.833 on the planet, 00:04:51.833 --> 00:04:54.360 we have the power to spark positive change too. 00:04:54.360 --> 00:04:56.580 If you feel like your actions alone are too small 00:04:56.580 --> 00:04:58.350 to make a difference against a big problem, 00:04:58.350 --> 00:04:59.640 whether it's a shrinking lake 00:04:59.640 --> 00:05:02.160 or a giant pile of garbage in your neighborhood, 00:05:02.160 --> 00:05:04.440 there's usually a few other concerned citizens 00:05:04.440 --> 00:05:06.640 that would be happy to help find a solution.

Environmental change and adaptation in Galápagos finches

https://www.youtube.com/watch?v=0G2uDKYBX-c

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WEBVTT Kind: captions Language: en 00:00:00.000 --> 00:00:02.970 - This here is a picture of the ground finch 00:00:02.970 --> 00:00:04.480 of the Galapagos Islands. 00:00:04.480 --> 00:00:06.339 And one of its primary sources of food 00:00:06.339 --> 00:00:09.950 is seeds that it finds on the ground. 00:00:09.950 --> 00:00:12.170 And if we go back to 1976, 00:00:12.170 --> 00:00:15.140 we can look at the distribution of beak depths. 00:00:15.140 --> 00:00:16.370 And these beak depths, 00:00:16.370 --> 00:00:18.667 I would assume these are given in millimeters. 00:00:18.667 --> 00:00:21.350 Finches are quite small birds. 00:00:21.350 --> 00:00:23.105 And you can see in 1976, 00:00:23.105 --> 00:00:25.160 you have a large number of finches 00:00:25.160 --> 00:00:27.400 that had a beak depth of 8.8 millimeters, 00:00:27.400 --> 00:00:29.900 but it was a distribution around that. 00:00:29.900 --> 00:00:31.510 Now, after this data was collected, 00:00:31.510 --> 00:00:35.350 it turns out there was a drought and there were fewer seeds. 00:00:35.350 --> 00:00:36.680 So the smaller seeds, 00:00:36.680 --> 00:00:39.199 which were easy to eat for all of these finches, 00:00:39.199 --> 00:00:40.860 would have been consumed quickly. 00:00:40.860 --> 00:00:43.910 And all that would have been left were the larger seeds, 00:00:43.910 --> 00:00:46.010 the ones that you need a larger beak 00:00:46.010 --> 00:00:48.990 in order to crack and get at the good stuff. 00:00:48.990 --> 00:00:50.780 So what do you think would have happened 00:00:50.780 --> 00:00:53.170 to the distribution of beak depths 00:00:53.170 --> 00:00:56.050 over the course of the next two years? 00:00:56.050 --> 00:00:58.690 Well, you might guess that the birds, 00:00:58.690 --> 00:01:01.330 the finches that have larger beak depths, 00:01:01.330 --> 00:01:04.020 are more likely to survive because they're more likely 00:01:04.020 --> 00:01:06.140 to be able to crack the larger seeds. 00:01:06.140 --> 00:01:08.182 And the finches that are more likely to survive 00:01:08.182 --> 00:01:10.670 are also more likely to reproduce, 00:01:10.670 --> 00:01:13.440 and pass their large beak trait to their offspring. 00:01:13.440 --> 00:01:16.393 And that is indeed what scientists observed. 00:01:16.393 --> 00:01:20.160 As we go from 1976 to 1978, 00:01:20.160 --> 00:01:24.090 the distribution has shifted a pretty good bit to the right. 00:01:24.090 --> 00:01:28.800 Now the most common beak depth is 9.8. 00:01:28.800 --> 00:01:32.750 So this is an example of an environmental change, a drought, 00:01:32.750 --> 00:01:34.900 changing the food supply, 00:01:34.900 --> 00:01:37.620 because now there's fewer small seeds available, 00:01:37.620 --> 00:01:40.380 that changed a distribution in beak depths 00:01:40.380 --> 00:01:42.320 over just two years. 00:01:42.320 --> 00:01:45.530 Now, environmental changes don't always cause adaptation. 00:01:45.530 --> 00:01:46.460 If it's too severe, 00:01:46.460 --> 00:01:48.851 if the drought was so strong that there were no seeds, 00:01:48.851 --> 00:01:50.570 you could have extinction. 00:01:50.570 --> 00:01:52.980 So the species disappears altogether. 00:01:52.980 --> 00:01:55.780 But here we have an example that in just two years, 00:01:55.780 --> 00:01:59.320 a species was actually able to adapt a pretty good bit. 00:01:59.320 --> 00:02:01.570 Now, no individual member of the species 00:02:01.570 --> 00:02:04.159 knew to somehow grew their beak. 00:02:04.159 --> 00:02:08.310 But as we saw, you always have a variation of beak depths. 00:02:08.310 --> 00:02:09.331 And year after year, 00:02:09.331 --> 00:02:11.960 the birds with the bigger beak depth, 00:02:11.960 --> 00:02:14.870 were more likely to survive and reproduce. 00:02:14.870 --> 00:02:16.510 So the species as a whole 00:02:16.510 --> 00:02:19.653 adapted to the new environmental conditions.

Natural selection in peppered moths

https://www.youtube.com/watch?v=y4BHYYBif3Q

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WEBVTT Kind: captions Language: en 00:00:00.320 --> 00:00:01.440 - [Narrator] You might be familiar with 00:00:01.440 --> 00:00:04.940 the idea of evolution, that species change over time. 00:00:04.940 --> 00:00:08.210 And you can see that if you look at old bones, old fossils, 00:00:08.210 --> 00:00:10.920 how they change through the fossil record. 00:00:10.920 --> 00:00:12.170 But the obvious question is, 00:00:12.170 --> 00:00:14.730 how do these species actually do that? 00:00:14.730 --> 00:00:16.420 What is the mechanism? 00:00:16.420 --> 00:00:20.540 Well, one of the major mechanisms is natural selection. 00:00:20.540 --> 00:00:23.030 So natural selection is all based on 00:00:23.030 --> 00:00:24.950 at any given point in time, 00:00:24.950 --> 00:00:27.070 there is variation in a species. 00:00:27.070 --> 00:00:28.690 There are different traits that are 00:00:28.690 --> 00:00:31.120 expressed in different ways. 00:00:31.120 --> 00:00:34.480 And many times, a lot of those variations are fine, 00:00:34.480 --> 00:00:36.980 but then you can have environmental factors 00:00:36.980 --> 00:00:40.290 which make some of those traits more favorable than others. 00:00:40.290 --> 00:00:42.490 And if those traits are more favorable 00:00:42.490 --> 00:00:46.120 to be able to survive, to be able to get food, 00:00:46.120 --> 00:00:47.880 or to be able to reproduce, 00:00:47.880 --> 00:00:50.500 well then the genes that code for those traits 00:00:50.500 --> 00:00:54.600 are more likely to be passed on generation after generation. 00:00:54.600 --> 00:00:57.000 And to make this very tangible, 00:00:57.000 --> 00:00:59.890 I will give you the example of the peppered moth, 00:00:59.890 --> 00:01:02.070 which is probably the most common example 00:01:02.070 --> 00:01:05.140 when people show evidence of natural selection. 00:01:05.140 --> 00:01:08.270 If you were to go to the mid 1800s in London, 00:01:08.270 --> 00:01:12.680 most of the peppered moths were the white peppered moths. 00:01:12.680 --> 00:01:14.670 There were very few black peppered moths, 00:01:14.670 --> 00:01:15.880 but there was variation. 00:01:15.880 --> 00:01:17.020 There would be some lighter ones, 00:01:17.020 --> 00:01:20.050 there would be some darker ones, and in-between. 00:01:20.050 --> 00:01:21.820 Now what's interesting is between 00:01:21.820 --> 00:01:25.110 the mid 1800s and the late 1800s, 00:01:25.110 --> 00:01:27.670 you have the industrial revolution in London 00:01:27.670 --> 00:01:29.320 really hitting full gear. 00:01:29.320 --> 00:01:31.720 And so there was a lot of pollution in the air. 00:01:31.720 --> 00:01:34.590 And so a lot of the surfaces that the moths might rest on 00:01:34.590 --> 00:01:36.840 like trees, or the wall of a building, 00:01:36.840 --> 00:01:40.430 became darker and darker. 00:01:40.430 --> 00:01:44.470 So as where these moths could rest became darker and darker, 00:01:44.470 --> 00:01:46.370 what do you think might have happened? 00:01:47.400 --> 00:01:49.130 Well, some of you might guess. 00:01:49.130 --> 00:01:51.280 In this different environment now, 00:01:51.280 --> 00:01:53.460 as the environment has gradually changed, 00:01:53.460 --> 00:01:56.980 all of a sudden having the traits that make you darker 00:01:56.980 --> 00:01:58.810 will be more favorable than they were 00:01:58.810 --> 00:02:01.530 even 30 or 40 or 50 years ago. 00:02:01.530 --> 00:02:04.590 And the white trait, which might've been okay 00:02:04.590 --> 00:02:06.740 in the mid 1800s, now all of a sudden 00:02:06.740 --> 00:02:09.970 makes these moths very obvious to see. 00:02:09.970 --> 00:02:12.760 So if there was a bird that was looking for lunch, 00:02:12.760 --> 00:02:14.890 it'd be very easy to pick off the white moths 00:02:14.890 --> 00:02:16.340 versus the black moths. 00:02:16.340 --> 00:02:20.290 And what we saw is actually by the 1900s, 00:02:20.290 --> 00:02:22.330 most of the peppered moths in London 00:02:22.330 --> 00:02:24.460 were now darker in color. 00:02:24.460 --> 00:02:28.130 And so what you had happening generation after generation 00:02:28.130 --> 00:02:31.040 is variation in the moth color. 00:02:31.040 --> 00:02:33.880 But as the background environment became darker, 00:02:33.880 --> 00:02:35.330 the ones that were white colored 00:02:35.330 --> 00:02:37.730 were easier to pick off by predators. 00:02:37.730 --> 00:02:39.580 And if they're picked off by a predator, 00:02:39.580 --> 00:02:41.050 they're definitely not reproducing 00:02:41.050 --> 00:02:42.590 and passing on their genes. 00:02:42.590 --> 00:02:44.390 And then the ones that were able to survive 00:02:44.390 --> 00:02:48.070 and pass on their genes were the darker moths. 00:02:48.070 --> 00:02:51.100 Now it's been interesting over the last 50 or so years 00:02:51.100 --> 00:02:53.950 as environmental regulations have gone into effect, 00:02:53.950 --> 00:02:57.460 and the air has started to clean up in places like London, 00:02:57.460 --> 00:03:00.640 you're seeing a return of the white peppered moth. 00:03:00.640 --> 00:03:02.270 Because once again, the surfaces 00:03:02.270 --> 00:03:04.110 are no longer covered with soot, 00:03:04.110 --> 00:03:07.160 and so the variants that are lighter in color 00:03:07.160 --> 00:03:09.800 now have a decent chance of not being spotted. 00:03:09.800 --> 00:03:11.540 And if anything, now the darker ones 00:03:11.540 --> 00:03:14.450 might have a better chance of being spotted 00:03:14.450 --> 00:03:16.303 in this cleaner environment.

Evidence of evolution: anatomy

https://www.youtube.com/watch?v=J6VJ6dS8D1k

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https://www.youtube.com/api/timedtext?v=J6VJ6dS8D1k&ei=tFWUZZWGFuaep-oPyP2usAs&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245284&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=D8A35CFFE2AF087E986AE7BE04D9223448EC3830.23E4B98B21D822CFCCFC16B066B6709DBACAAA76&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.690 --> 00:00:03.090 - [Instructor] About 3.5 billion years ago, 00:00:03.090 --> 00:00:05.670 single-celled organisms were the only life forms 00:00:05.670 --> 00:00:07.140 that existed on Earth. 00:00:07.140 --> 00:00:09.990 These organisms passed on their genetic material 00:00:09.990 --> 00:00:12.750 with slight changes to their descendants. 00:00:12.750 --> 00:00:14.910 And over long periods of time, 00:00:14.910 --> 00:00:18.510 these genetic changes resulted in new species. 00:00:18.510 --> 00:00:20.760 And eventually, the vast diversity 00:00:20.760 --> 00:00:22.590 of modern organisms evolves. 00:00:22.590 --> 00:00:25.290 Some organisms share a more recent common ancestor 00:00:25.290 --> 00:00:26.370 than others do. 00:00:26.370 --> 00:00:27.720 Scientists have found evidence 00:00:27.720 --> 00:00:30.420 that we humans are more closely related to chimpanzees 00:00:30.420 --> 00:00:31.770 than we are to rabbits. 00:00:31.770 --> 00:00:33.720 And we're more closely related to rabbits 00:00:33.720 --> 00:00:35.040 than we are to sharks. 00:00:35.040 --> 00:00:37.050 And you might be wondering how can scientists 00:00:37.050 --> 00:00:39.060 determine how closely two species are related 00:00:39.060 --> 00:00:40.110 to each other. 00:00:40.110 --> 00:00:41.077 Asking a shark, 00:00:41.077 --> 00:00:43.740 "Hey, do you think we shared a common ancestor 00:00:43.740 --> 00:00:46.320 440 million years ago?" doesn't help, 00:00:46.320 --> 00:00:47.850 because even if they spoke English, 00:00:47.850 --> 00:00:50.100 they probably wouldn't know the answer either. 00:00:50.100 --> 00:00:52.530 Scientists analyze the similarities and differences 00:00:52.530 --> 00:00:54.540 between species to help figure out 00:00:54.540 --> 00:00:57.210 how they might be related in evolutionary history. 00:00:57.210 --> 00:00:59.460 And they found significant evidence for evolution 00:00:59.460 --> 00:01:01.320 by using a variety of methods, 00:01:01.320 --> 00:01:03.360 including examining the fossil record, 00:01:03.360 --> 00:01:05.640 analyzing the DNA of different organisms 00:01:05.640 --> 00:01:07.860 and comparing the development of embryos, 00:01:07.860 --> 00:01:10.860 which are what organisms are called before they're born. 00:01:10.860 --> 00:01:13.200 However, you don't need a microscope or a fossil 00:01:13.200 --> 00:01:14.700 to find evidence for evolution. 00:01:14.700 --> 00:01:16.441 You can find it by looking at the anatomical 00:01:16.441 --> 00:01:19.590 or physical features of organisms alive today. 00:01:19.590 --> 00:01:22.410 One way that scientists use information from the present day 00:01:22.410 --> 00:01:25.140 to make sense of past evolutionary relationships 00:01:25.140 --> 00:01:28.050 is by searching for clues called homologous features. 00:01:28.050 --> 00:01:29.970 When two species share a structurally similar 00:01:29.970 --> 00:01:31.500 anatomical feature that they inherited 00:01:31.500 --> 00:01:32.820 from a common ancestor, 00:01:32.820 --> 00:01:35.220 we say that the feature is homologous. 00:01:35.220 --> 00:01:36.540 The word homologous begins 00:01:36.540 --> 00:01:38.700 with a Latin prefix, meaning the same. 00:01:38.700 --> 00:01:39.930 And this makes sense, 00:01:39.930 --> 00:01:42.570 because when two species have homologous features, 00:01:42.570 --> 00:01:44.850 it means they share the same ancestor. 00:01:44.850 --> 00:01:47.490 Have you ever looked at an x-ray of a human's arm? 00:01:47.490 --> 00:01:49.260 If you have, you might have noticed that we have 00:01:49.260 --> 00:01:54.260 humerus, ulna, radius, carpals and metacarpal bones. 00:01:54.660 --> 00:01:56.910 If you looked at the skeleton of a bird's wing, 00:01:56.910 --> 00:01:57.960 you could see that birds have 00:01:57.960 --> 00:01:59.910 a similar bone structure to ours. 00:01:59.910 --> 00:02:02.010 In fact, this similar bone structure appears 00:02:02.010 --> 00:02:04.020 in the forearms of many other animals, 00:02:04.020 --> 00:02:08.460 including dogs, cats, whales, elephants, and bats. 00:02:08.460 --> 00:02:11.310 These animals can use these features in different ways 00:02:11.310 --> 00:02:14.940 to fly, to run, to swim or to wave hello. 00:02:14.940 --> 00:02:17.130 But despite these differences in function, 00:02:17.130 --> 00:02:18.930 the similarities of the bone structure 00:02:18.930 --> 00:02:21.270 indicate that these species inherited these features 00:02:21.270 --> 00:02:22.620 from a common ancestor. 00:02:22.620 --> 00:02:25.320 This means that the bone structure is a homologous feature. 00:02:25.320 --> 00:02:27.540 Compared to species with few similarities, 00:02:27.540 --> 00:02:29.790 two species that share many homologous features 00:02:29.790 --> 00:02:31.500 are likely to be more closely related, 00:02:31.500 --> 00:02:32.940 which means that they're likely to share 00:02:32.940 --> 00:02:34.650 a more recent common ancestor. 00:02:34.650 --> 00:02:36.900 Species with fewer homologous features 00:02:36.900 --> 00:02:38.790 are likely to be less closely related, 00:02:38.790 --> 00:02:40.110 which means that they are likely to share 00:02:40.110 --> 00:02:42.120 a more distant common ancestor. 00:02:42.120 --> 00:02:43.620 For example, the wing of this bird 00:02:43.620 --> 00:02:44.900 has more structural similarities 00:02:44.900 --> 00:02:46.110 to the leg of this lizard 00:02:46.110 --> 00:02:47.490 than to the wing of this bat. 00:02:47.490 --> 00:02:49.800 This indicates that the bird is more closely related 00:02:49.800 --> 00:02:51.690 to the lizard than it is to the bat, 00:02:51.690 --> 00:02:53.280 which means that the bird and the lizard 00:02:53.280 --> 00:02:55.020 share a more recent common ancestor 00:02:55.020 --> 00:02:56.670 than the bird and the bat do. 00:02:56.670 --> 00:02:58.350 When scientists believe they have found species 00:02:58.350 --> 00:02:59.790 with homologous features, 00:02:59.790 --> 00:03:01.560 they can use other methods to find out more 00:03:01.560 --> 00:03:03.540 about how the species evolved over time. 00:03:03.540 --> 00:03:06.600 They can compare the anatomical features of modern organisms 00:03:06.600 --> 00:03:07.920 to those found in fossils 00:03:07.920 --> 00:03:09.630 to see how much they have in common. 00:03:09.630 --> 00:03:11.640 Sometimes, scientists find features 00:03:11.640 --> 00:03:13.740 that seem to be homologous at first glance, 00:03:13.740 --> 00:03:16.110 but the features actually evolved independently 00:03:16.110 --> 00:03:18.420 along different species' lineages. 00:03:18.420 --> 00:03:21.120 These features are called analogous features. 00:03:21.120 --> 00:03:22.470 For example, let's take a look 00:03:22.470 --> 00:03:24.510 at the wings of two flying creatures: 00:03:24.510 --> 00:03:26.250 a bird and a butterfly. 00:03:26.250 --> 00:03:27.990 In order to figure out whether the wings 00:03:27.990 --> 00:03:29.340 are homologous features, 00:03:29.340 --> 00:03:31.800 we need to examine the physical structure of the wings. 00:03:31.800 --> 00:03:34.080 The bird's wing is made up of hollow bones 00:03:34.080 --> 00:03:36.480 while the butterfly's wing is made up of membranes 00:03:36.480 --> 00:03:38.485 made out of a protein called chitin. 00:03:38.485 --> 00:03:41.010 So even though birds and butterflies can both fly, 00:03:41.010 --> 00:03:43.230 their wings have very different structures. 00:03:43.230 --> 00:03:45.660 This means that bird wings and butterfly wings 00:03:45.660 --> 00:03:47.400 are analogous features. 00:03:47.400 --> 00:03:48.540 This indicates to scientists 00:03:48.540 --> 00:03:50.199 that birds and insects did not inherit that feature 00:03:50.199 --> 00:03:51.870 from a common ancestor. 00:03:51.870 --> 00:03:54.210 Instead, the ability to fly using wings 00:03:54.210 --> 00:03:56.887 evolved independently in each lineage. 00:03:56.887 --> 00:03:59.670 Comparing the anatomical features of organisms 00:03:59.670 --> 00:04:01.770 has given scientists a better understanding 00:04:01.770 --> 00:04:04.710 of how life on Earth has evolved from common ancestors. 00:04:04.710 --> 00:04:06.780 So next time you meet a friendly shark, 00:04:06.780 --> 00:04:09.680 perhaps the two of you can bond over your shared ancestry.

Fossils

https://www.youtube.com/watch?v=-fT57zGsXZ8

vtt

https://www.youtube.com/api/timedtext?v=-fT57zGsXZ8&ei=tFWUZdCQHdy-mLAP3pqB2As&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245284&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=AB07F926C6470CAF84E18DF7CFBE511614BF61F7.02F402BC4A518782CCBD2AE61AC6EF8A750D7763&key=yt8&lang=en&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.210 --> 00:00:01.500 - [Narrator] When I was 12 years old, 00:00:01.500 --> 00:00:04.050 I went on vacation to Alaska with my family. 00:00:04.050 --> 00:00:05.250 While walking down one of 00:00:05.250 --> 00:00:07.059 the cold stone covered beaches, 00:00:07.059 --> 00:00:09.420 I spotted a large pile of rocks 00:00:09.420 --> 00:00:10.530 that seemed to have slid 00:00:10.530 --> 00:00:11.940 off the side of one of the hills 00:00:11.940 --> 00:00:13.470 that connected to the shore. 00:00:13.470 --> 00:00:14.940 These rocks caught my eye 00:00:14.940 --> 00:00:17.100 due to their peculiar outer rust color 00:00:17.100 --> 00:00:18.900 that contrasted with the rest 00:00:18.900 --> 00:00:20.426 of the rocks on the beach. 00:00:20.426 --> 00:00:23.100 As I began curiously looking through them, 00:00:23.100 --> 00:00:24.900 I accidentally knocked a few over. 00:00:24.900 --> 00:00:26.940 Splitting some in the process. 00:00:26.940 --> 00:00:28.470 But to my surprise, 00:00:28.470 --> 00:00:30.150 one of the rocks that split in half 00:00:30.150 --> 00:00:32.220 had a secret hidden within it. 00:00:32.220 --> 00:00:35.258 Inside with the imprint of a tiny pine cone 00:00:35.258 --> 00:00:37.740 and nearby was rock covered 00:00:37.740 --> 00:00:39.540 in the imprints of leaves. 00:00:39.540 --> 00:00:42.180 I was so excited because that day 00:00:42.180 --> 00:00:44.760 I'd found real plant fossils, 00:00:44.760 --> 00:00:46.650 but what exactly are fossils 00:00:46.650 --> 00:00:48.450 and what can they tell us? 00:00:48.450 --> 00:00:51.180 Fossils are preserved evidence of organisms 00:00:51.180 --> 00:00:53.400 that lived in the distant past. 00:00:53.400 --> 00:00:55.590 They can be made up of many different things 00:00:55.590 --> 00:00:58.680 like bones, shells, plants, 00:00:58.680 --> 00:01:00.570 or even markings like footprints 00:01:00.570 --> 00:01:03.330 that tell us about an organism's behaviors. 00:01:03.330 --> 00:01:04.620 These preserved remains 00:01:04.620 --> 00:01:06.330 are mostly made possible 00:01:06.330 --> 00:01:07.980 by specific kind of rock 00:01:07.980 --> 00:01:09.960 known as sedimentary rock. 00:01:09.960 --> 00:01:11.610 Sedimentary rock is formed 00:01:11.610 --> 00:01:14.130 from compressed layers of sediment, 00:01:14.130 --> 00:01:16.680 which is a mixture of rocks, minerals, 00:01:16.680 --> 00:01:18.210 and organic matter. 00:01:18.210 --> 00:01:20.700 Sediment is the result of erosion, 00:01:20.700 --> 00:01:22.759 which is when bits of rock or soil 00:01:22.759 --> 00:01:26.190 break down and get deposited somewhere else. 00:01:26.190 --> 00:01:28.470 Sediment is deposited in layers, 00:01:28.470 --> 00:01:30.060 one on top of the other. 00:01:30.060 --> 00:01:31.470 over millions of years, 00:01:31.470 --> 00:01:33.420 these layers become compressed, 00:01:33.420 --> 00:01:34.920 eventually solidifying 00:01:34.920 --> 00:01:36.960 and forming sedimentary rock. 00:01:36.960 --> 00:01:38.100 But how do the fossils 00:01:38.100 --> 00:01:40.380 even get inside of these rocks? 00:01:40.380 --> 00:01:43.320 Well, let's look back at the fossil I found. 00:01:43.320 --> 00:01:44.640 If I had to guess, 00:01:44.640 --> 00:01:45.818 a long time ago, 00:01:45.818 --> 00:01:47.549 some leaves and a pine cone 00:01:47.549 --> 00:01:49.350 must have fallen to the ground 00:01:49.350 --> 00:01:51.390 and gotten covered in sediment. 00:01:51.390 --> 00:01:53.730 As more sediment layered on top of them, 00:01:53.730 --> 00:01:55.320 the plants pressed an imprint 00:01:55.320 --> 00:01:56.970 of their shape and patterns 00:01:56.970 --> 00:01:58.530 into the sediment. 00:01:58.530 --> 00:02:01.380 Over time, the sediment compressed into rock 00:02:01.380 --> 00:02:03.270 and the original plant decayed, 00:02:03.270 --> 00:02:06.030 but its imprint stayed inside the rock. 00:02:06.030 --> 00:02:08.190 Then finally, my fossil sat 00:02:08.190 --> 00:02:11.220 until I literally stumbled upon it. 00:02:11.220 --> 00:02:13.650 So now that we know what fossils are, 00:02:13.650 --> 00:02:15.360 what can they tell us? 00:02:15.360 --> 00:02:16.800 As I mentioned before, 00:02:16.800 --> 00:02:18.870 fossils are like little time machines 00:02:18.870 --> 00:02:20.669 that can show us what types of organisms 00:02:20.669 --> 00:02:22.097 where alive millions 00:02:22.097 --> 00:02:24.780 or even billions of years ago. 00:02:24.780 --> 00:02:26.250 And they can show us how life 00:02:26.250 --> 00:02:28.740 on Earth has changed over time. 00:02:28.740 --> 00:02:31.230 But in order to unlock these secrets, 00:02:31.230 --> 00:02:32.550 scientists have to estimate 00:02:32.550 --> 00:02:34.710 the ages of the fossils they find. 00:02:34.710 --> 00:02:37.170 This can be done in two main ways. 00:02:37.170 --> 00:02:38.850 Either by looking at which layers 00:02:38.850 --> 00:02:40.110 of the sedimentary rock 00:02:40.110 --> 00:02:41.730 the fossils are found in 00:02:41.730 --> 00:02:43.530 or by using a process known 00:02:43.530 --> 00:02:45.390 as radiometric dating. 00:02:45.390 --> 00:02:47.910 Let's talk about layer analysis first. 00:02:47.910 --> 00:02:49.740 As you know, sedimentary rocks 00:02:49.740 --> 00:02:51.180 are formed in layers 00:02:51.180 --> 00:02:52.410 with each new layer 00:02:52.410 --> 00:02:54.359 forming on top of an old layer. 00:02:54.359 --> 00:02:56.160 This means that the layers 00:02:56.160 --> 00:02:57.526 that are closer to the surface 00:02:57.526 --> 00:02:59.217 tend to be newer than the layers 00:02:59.217 --> 00:03:01.260 that are deeper in the ground. 00:03:01.260 --> 00:03:02.820 This means that a fossil 00:03:02.820 --> 00:03:04.079 found in a deeper layer 00:03:04.079 --> 00:03:06.360 of undisturbed sedimentary rock 00:03:06.360 --> 00:03:07.800 will be older than the ones 00:03:07.800 --> 00:03:09.210 found closer to the top. 00:03:09.210 --> 00:03:10.620 By looking through these layers, 00:03:10.620 --> 00:03:11.610 we're able to not only 00:03:11.610 --> 00:03:14.700 tell how old a particular fossil may be, 00:03:14.700 --> 00:03:17.460 but we can also look into the patterns of fossils 00:03:17.460 --> 00:03:18.990 over multiple layers 00:03:18.990 --> 00:03:20.220 to see how life on Earth 00:03:20.220 --> 00:03:22.080 has changed over time. 00:03:22.080 --> 00:03:24.780 The second way scientists estimate a fossil's age 00:03:24.780 --> 00:03:26.010 is through a process known 00:03:26.010 --> 00:03:27.990 as radiometric dating. 00:03:27.990 --> 00:03:29.490 Radiometric dating tells us 00:03:29.490 --> 00:03:30.870 how old a fossil is 00:03:30.870 --> 00:03:32.700 by studying its chemical properties. 00:03:32.700 --> 00:03:35.021 Specifically, radiometric dating 00:03:35.021 --> 00:03:36.218 looks at the decay, 00:03:36.218 --> 00:03:37.942 or the loss of particles, 00:03:37.942 --> 00:03:41.520 from certain radioactive atoms in the fossils. 00:03:41.520 --> 00:03:44.370 Scientists know how fast this decay happens. 00:03:44.370 --> 00:03:46.500 So by measuring the amount of decay 00:03:46.500 --> 00:03:47.610 that has occurred, 00:03:47.610 --> 00:03:50.370 scientists can estimate the age of the fossil. 00:03:50.370 --> 00:03:53.460 Once scientists know how old the fossil is, 00:03:53.460 --> 00:03:56.160 it can then be added to Earth's Fossil Record. 00:03:56.160 --> 00:03:57.480 Earth's Fossil Record 00:03:57.480 --> 00:04:00.240 consists of all the fossils found on Earth 00:04:00.240 --> 00:04:02.100 along with their relative ages. 00:04:02.100 --> 00:04:03.330 And it provides us 00:04:03.330 --> 00:04:04.642 with the big picture view 00:04:04.642 --> 00:04:06.810 of the history of life on Earth. 00:04:06.810 --> 00:04:07.710 And with that, 00:04:07.710 --> 00:04:10.459 you now know how fossils are formed and dated. 00:04:10.459 --> 00:04:11.790 Let's go back through 00:04:11.790 --> 00:04:13.500 the layers of this lesson 00:04:13.500 --> 00:04:15.570 and go over what we've learned today. 00:04:15.570 --> 00:04:17.061 Fossils are preserved evidence 00:04:17.061 --> 00:04:19.523 of organisms that lived long ago. 00:04:19.523 --> 00:04:22.560 This evidence of life is most commonly found 00:04:22.560 --> 00:04:24.810 in layers of sedimentary rock. 00:04:24.810 --> 00:04:26.880 Now, depending on how deep they are 00:04:26.880 --> 00:04:29.010 in the layers of sedimentary rock 00:04:29.010 --> 00:04:31.350 or their results from radiometric dating, 00:04:31.350 --> 00:04:33.310 fossils can be given an estimated age 00:04:33.310 --> 00:04:36.090 and be placed on Earth's fossil record. 00:04:36.090 --> 00:04:38.212 Now, when it comes to the fossil I found, 00:04:38.212 --> 00:04:40.410 it wasn't a major discovery 00:04:40.410 --> 00:04:42.870 like the discoveries of the Ichthyosaur, 00:04:42.870 --> 00:04:44.700 Plesiosaur fossils found 00:04:44.700 --> 00:04:47.310 by paleontologist Mary Anning, 00:04:47.310 --> 00:04:48.510 but it made me realize 00:04:48.510 --> 00:04:50.700 that discovering fossils is not carried out 00:04:50.700 --> 00:04:53.070 strictly by professional scientists. 00:04:53.070 --> 00:04:56.170 You and I can both find fossils too. 00:04:56.170 --> 00:04:59.760 All we need is a keen eye, some patience, 00:04:59.760 --> 00:05:01.310 and maybe a little bit of luck.

Worked examples: Punnett squares

https://www.youtube.com/watch?v=VH1lAfZL_fU

vtt

https://www.youtube.com/api/timedtext?v=VH1lAfZL_fU&ei=tFWUZda2MquRvdIPjOmhwAM&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245284&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=507E1D705AA452429512F6132D0FA7712109CF4B.56F98FD036FB584B9A44B597F2B615A9BB5ADB60&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:01.663 --> 00:00:03.230 - We're told that in a population of pea plants, 00:00:03.230 --> 00:00:07.740 some plants have round seeds and others have wrinkled seeds. 00:00:07.740 --> 00:00:10.640 The gene for seed shape in this population 00:00:10.640 --> 00:00:12.720 has two possible alleles. 00:00:12.720 --> 00:00:16.800 Remember, alleles are just versions of the gene. 00:00:16.800 --> 00:00:20.300 One allele or one version is for round seeds, 00:00:20.300 --> 00:00:22.000 which we're denoting capital R, 00:00:22.000 --> 00:00:24.730 and the other allele is for wrinkled seeds 00:00:24.730 --> 00:00:26.610 which we're denoting lowercase R. 00:00:26.610 --> 00:00:29.290 And they're telling us that the round seed allele, 00:00:29.290 --> 00:00:32.090 the capital R, is dominant. 00:00:32.090 --> 00:00:34.300 For a cross between two pea plants 00:00:34.300 --> 00:00:38.460 that are heterozygous for the seed shape gene, 00:00:38.460 --> 00:00:41.010 determine the expected ratio of offspring 00:00:41.010 --> 00:00:45.720 with round seeds to offspring with wrinkled seeds. 00:00:45.720 --> 00:00:48.300 All right, like always, pause this video 00:00:48.300 --> 00:00:49.670 and see if you can have a go at this 00:00:49.670 --> 00:00:52.623 by yourself before we do this together. 00:00:54.010 --> 00:00:54.930 All right. 00:00:54.930 --> 00:00:57.680 Now let's think about the genotype 00:00:57.680 --> 00:01:01.790 for the two pea plants that are heterozygous. 00:01:01.790 --> 00:01:05.920 Heterozygous means they have two different versions 00:01:05.920 --> 00:01:08.380 of the gene, or two different alleles. 00:01:08.380 --> 00:01:10.440 So these are going to be two pea plants 00:01:10.440 --> 00:01:13.890 that are capital R, lowercase R. 00:01:13.890 --> 00:01:15.750 They have one of each. 00:01:15.750 --> 00:01:18.480 And to see what happens in a cross between them, 00:01:18.480 --> 00:01:21.160 I will draw a Punnett square. 00:01:21.160 --> 00:01:24.940 So just like this, and I will explain 00:01:24.940 --> 00:01:27.913 what I am doing in a second here. 00:01:28.790 --> 00:01:30.850 So I'll draw it like this. 00:01:30.850 --> 00:01:31.860 So what you need to think about 00:01:31.860 --> 00:01:33.850 is you have your two parents, 00:01:33.850 --> 00:01:38.560 and so each parent is capital R, lowercase R. 00:01:38.560 --> 00:01:41.130 Now that means that let's say parent one 00:01:41.130 --> 00:01:45.380 can contribute the capital R to the offspring 00:01:45.380 --> 00:01:48.330 or it could contribute the lowercase R allele 00:01:48.330 --> 00:01:50.570 to the offspring, and the same thing could happen 00:01:50.570 --> 00:01:51.660 for the other parent. 00:01:51.660 --> 00:01:53.630 It could contribute the capital R 00:01:53.630 --> 00:01:56.110 or it could contribute the lowercase R. 00:01:56.110 --> 00:01:58.150 So what are all of the equally likely 00:01:58.150 --> 00:02:00.630 possibilities for the offspring? 00:02:00.630 --> 00:02:03.150 Well, the offspring might get a capital, 00:02:03.150 --> 00:02:06.900 the dominant allele, the round seed allele, 00:02:06.900 --> 00:02:09.610 from both parents, capital R, capital R. 00:02:09.610 --> 00:02:12.130 All I'm doing is I'm taking whatever letter's in the column 00:02:12.130 --> 00:02:13.810 and whatever's in the row. 00:02:13.810 --> 00:02:17.490 It could get a capital R from this parent 00:02:17.490 --> 00:02:20.250 and a lowercase R from that parent. 00:02:20.250 --> 00:02:22.900 It could get a lower case R from this parent 00:02:22.900 --> 00:02:25.470 and a capital R from that parent, 00:02:25.470 --> 00:02:27.030 or in this situation, it's getting 00:02:27.030 --> 00:02:29.890 a lowercase R from either one. 00:02:29.890 --> 00:02:33.500 So these are the four equally likely genotypes. 00:02:33.500 --> 00:02:35.800 Now they're not asking us about genotypes. 00:02:35.800 --> 00:02:39.070 They're saying determine the expected ratio of offspring 00:02:39.070 --> 00:02:43.690 with round seeds to offspring with wrinkled seeds. 00:02:43.690 --> 00:02:46.460 So what does the genotype have to look like 00:02:46.460 --> 00:02:49.150 in order to have round seeds? 00:02:49.150 --> 00:02:51.900 Remember the round seed allele is dominant. 00:02:51.900 --> 00:02:53.640 Well, this would be a situation where you could be 00:02:53.640 --> 00:02:56.310 capital R capital R, but it's dominant. 00:02:56.310 --> 00:02:58.720 So you could also be capital R lowercase R 00:02:58.720 --> 00:03:01.170 and still have round seeds. 00:03:01.170 --> 00:03:02.500 The only way that you're going to have 00:03:02.500 --> 00:03:05.260 wrinkled seeds right over here 00:03:05.260 --> 00:03:10.260 is if you are homozygous for the wrinkled seed allele. 00:03:10.430 --> 00:03:13.410 So this is the only wrinkled seed scenario. 00:03:13.410 --> 00:03:15.330 So if you look here, you look and see 00:03:15.330 --> 00:03:18.430 out of the four equally likely scenarios, 00:03:18.430 --> 00:03:22.620 three of them end up with a phenotype of round seeds 00:03:22.620 --> 00:03:25.640 and only one of them ends up with a phenotype. 00:03:25.640 --> 00:03:28.160 Remember, phenotype is what's being expressed. 00:03:28.160 --> 00:03:30.970 Only one of these four equally likely scenarios 00:03:30.970 --> 00:03:33.260 has a phenotype of wrinkled seeds. 00:03:33.260 --> 00:03:36.130 So the expected ratio is going to be, 00:03:36.130 --> 00:03:38.710 you're gonna expect to see three offspring 00:03:38.710 --> 00:03:41.540 with round seeds for every one with wrinkled seeds 00:03:41.540 --> 00:03:46.423 or you would expect a three to one ratio. 00:03:47.840 --> 00:03:50.550 Now I have another part of this question 00:03:50.550 --> 00:03:53.960 that is asking us, what about a cross between 00:03:53.960 --> 00:03:57.480 a pea plant that is homozygous for wrinkled seeds 00:03:57.480 --> 00:03:59.400 and one that is heterozygous? 00:03:59.400 --> 00:04:00.880 Pause the video again and see if you can 00:04:00.880 --> 00:04:01.980 have a go at this one. 00:04:03.560 --> 00:04:05.850 All right, so the first thing that I like to do 00:04:05.850 --> 00:04:08.480 is just think about, what are going to be the genotypes 00:04:08.480 --> 00:04:10.630 for each of these parents? 00:04:10.630 --> 00:04:15.300 So if we're talking about homozygous for wrinkled seeds, 00:04:15.300 --> 00:04:17.690 remember the wrinkled seed allele, we're denoting 00:04:17.690 --> 00:04:19.070 with a lowercase R. 00:04:19.070 --> 00:04:20.500 So that's going have a genotype 00:04:20.500 --> 00:04:22.660 of lowercase R, lowercase R, 00:04:22.660 --> 00:04:26.351 and then they say one that is heterozygous. 00:04:26.351 --> 00:04:28.100 Well, we already saw that before. 00:04:28.100 --> 00:04:31.340 That's going to be capital R and lowercase R. so 00:04:31.340 --> 00:04:36.340 let's draw a Punnett square again, to be able to do this. 00:04:36.410 --> 00:04:41.410 So I'll do it like this, like that, like that 00:04:42.420 --> 00:04:47.320 and then make sure I have two columns and two rows, 00:04:47.320 --> 00:04:51.190 and let's put the homozygous parent up here. 00:04:51.190 --> 00:04:53.910 They could either contribute a lowercase R 00:04:54.770 --> 00:04:56.771 or they could contribute a lowercase R. 00:04:56.771 --> 00:04:58.601 They're gonna contribute one of these two, 00:04:58.601 --> 00:05:01.675 and then let's think about the heterozygous parent. 00:05:01.675 --> 00:05:04.641 Well, they can contribute a capital R, 00:05:04.641 --> 00:05:07.870 the dominant allele, or they can contribute a lowercase R. 00:05:07.870 --> 00:05:10.240 So let's think about the equally likely scenarios here, 00:05:10.240 --> 00:05:11.800 at least for genotype. 00:05:11.800 --> 00:05:14.060 Well, these are all scenarios 00:05:14.060 --> 00:05:17.300 in which we get a capital R from this parent over here, 00:05:17.300 --> 00:05:19.500 the heterozygous parent, I guess I could say. 00:05:19.500 --> 00:05:23.130 So let me write capital R, capital R. 00:05:23.130 --> 00:05:24.810 And in both of these scenarios, 00:05:24.810 --> 00:05:29.560 we're getting the lowercase R from the homozygous parent. 00:05:29.560 --> 00:05:34.030 And both of these situations are we are getting 00:05:34.030 --> 00:05:38.730 the wrinkled seed allele from both parents. 00:05:38.730 --> 00:05:43.130 You're getting the lowercase R from the heterozygous parent, 00:05:43.130 --> 00:05:46.690 and in either scenario, you're getting a lowercase R 00:05:46.690 --> 00:05:48.810 from the homozygous parent. 00:05:48.810 --> 00:05:51.950 So let me write that right over here. 00:05:51.950 --> 00:05:54.680 So, which of these genotypes would have 00:05:54.680 --> 00:05:58.610 a phenotype of round seeds? 00:05:58.610 --> 00:06:03.050 Well, round seeds are going to be scenarios 00:06:03.050 --> 00:06:07.070 where you have at least one of the round seed alleles. 00:06:07.070 --> 00:06:10.210 So these are all going to be round seeds, right over here. 00:06:10.210 --> 00:06:11.500 They're going to have a phenotype, 00:06:11.500 --> 00:06:13.860 I should say, of round seeds 00:06:13.860 --> 00:06:16.240 because remember, the round allele is dominant. 00:06:16.240 --> 00:06:18.010 Even though you have one of each, 00:06:18.010 --> 00:06:20.280 the dominant allele is what you're actually 00:06:20.280 --> 00:06:22.690 going to see in the phenotype here. 00:06:22.690 --> 00:06:25.280 And then we see these two 00:06:25.280 --> 00:06:30.280 are going to be wrinkled, wrinkled. 00:06:30.360 --> 00:06:33.910 So what's the ratio of round to wrinkled going to be? 00:06:33.910 --> 00:06:35.190 Well, it's going be one to one. 00:06:35.190 --> 00:06:37.360 For every two round, you're going to have two wrinkled, 00:06:37.360 --> 00:06:41.530 or for every one round, you're going to have one wrinkled. 00:06:41.530 --> 00:06:43.780 Two to two is the same thing as one to one 00:06:43.780 --> 00:06:46.723 when we're talking about ratios, and we're done.

Genetics vocabulary

https://www.youtube.com/watch?v=kvwK63Mwhw0

vtt

https://www.youtube.com/api/timedtext?v=kvwK63Mwhw0&ei=tFWUZemQEre0vdIPsNamQA&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245284&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=448577EBF2AD191FBDACF40AFAD632F122D014EE.D1F8DEC60FA5492F4B477F0D294FD8F2E0A3D088&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.570 --> 00:00:01.403 - [Instructor] We know that 00:00:01.403 --> 00:00:03.680 any sexually reproducing organism 00:00:03.680 --> 00:00:06.940 is getting DNA from both its male parent 00:00:06.940 --> 00:00:09.124 and its female parent 00:00:09.124 --> 00:00:11.510 and that's true also for human beings. 00:00:11.510 --> 00:00:14.710 You might know we have 23 pairs of chromosomes 00:00:14.710 --> 00:00:16.380 but let's zoom in on one of those pairs. 00:00:16.380 --> 00:00:18.930 So let's say this is one of the chromosomes in a pair 00:00:18.930 --> 00:00:22.240 and let's say that this is the other chromosome in the pair. 00:00:22.240 --> 00:00:23.810 So one came from one parent. 00:00:23.810 --> 00:00:25.980 The other came from the other parent. 00:00:25.980 --> 00:00:30.380 Chromosomes are nothing more than bunched up strands of DNA 00:00:30.380 --> 00:00:32.670 plus other things that help package it. 00:00:32.670 --> 00:00:34.340 So let's unravel a little bit 00:00:34.340 --> 00:00:36.760 to understand how these relate to genes. 00:00:36.760 --> 00:00:37.593 And then, we'll dive 00:00:37.593 --> 00:00:40.730 into a little bit more terminology around genetics. 00:00:40.730 --> 00:00:44.680 So you have this big, long strand of DNA 00:00:44.680 --> 00:00:47.990 and segments of this code for different genes. 00:00:47.990 --> 00:00:50.080 Maybe this part right over here 00:00:50.080 --> 00:00:52.539 is related to how tall you become. 00:00:52.539 --> 00:00:54.570 So let's say that part right over there, 00:00:54.570 --> 00:00:56.650 that might be related to hair color. 00:00:56.650 --> 00:00:57.840 And in other videos, 00:00:57.840 --> 00:01:00.020 we talk about how these genes 00:01:00.020 --> 00:01:03.460 can essentially be translated eventually 00:01:03.460 --> 00:01:05.410 into proteins which are expressed in forms 00:01:05.410 --> 00:01:07.440 like height or hair color or eye color, 00:01:07.440 --> 00:01:10.196 or many, many, many, many other ways. 00:01:10.196 --> 00:01:12.720 But each of these chromosomes 00:01:12.720 --> 00:01:14.870 actually code, generally speaking, 00:01:14.870 --> 00:01:16.310 for the same genes. 00:01:16.310 --> 00:01:19.600 So if this one has a region that codes for that gene, 00:01:19.600 --> 00:01:21.910 this one will as well 00:01:21.910 --> 00:01:24.156 and this one will also. 00:01:24.156 --> 00:01:27.070 The other chromosome in the pair will also have a region 00:01:27.070 --> 00:01:28.763 that codes for this other gene. 00:01:29.630 --> 00:01:31.230 Now, as you can imagine, 00:01:31.230 --> 00:01:33.520 the genes that get translated into the proteins 00:01:33.520 --> 00:01:35.820 that eventually are show up in your hair color, 00:01:35.820 --> 00:01:38.820 they can come in different versions. 00:01:38.820 --> 00:01:42.620 So what we call the different versions of a gene 00:01:42.620 --> 00:01:44.193 is an allele. 00:01:45.070 --> 00:01:49.016 So for example, from this parent, 00:01:49.016 --> 00:01:51.751 you might have gotten the allele here 00:01:51.751 --> 00:01:54.140 that would describe, 00:01:54.140 --> 00:01:57.060 let's say, blonde hair, 00:01:57.060 --> 00:01:59.480 I'll denote that with lowercase b, 00:01:59.480 --> 00:02:01.550 while from this parent, 00:02:01.550 --> 00:02:03.300 you might have gotten the allele 00:02:03.300 --> 00:02:06.970 that's associated with say, brown hair. 00:02:06.970 --> 00:02:10.440 So they're both associated or they're both coding 00:02:10.440 --> 00:02:12.190 for the same type of protein 00:02:12.190 --> 00:02:13.990 that might play a role in hair color 00:02:13.990 --> 00:02:15.620 but they're different versions of it. 00:02:15.620 --> 00:02:17.260 So you could view an allele 00:02:17.260 --> 00:02:21.728 as versions or a version, 00:02:21.728 --> 00:02:26.433 I'll say, alleles are versions of a gene. 00:02:27.490 --> 00:02:30.640 Now, if you know which versions you have, 00:02:30.640 --> 00:02:33.240 then you're able to say, "I know my or I know 00:02:33.240 --> 00:02:35.680 the organism's genotype." 00:02:35.680 --> 00:02:38.850 So in this situation, we know we have the capital B allele 00:02:38.850 --> 00:02:40.560 which is for the brown hair 00:02:40.560 --> 00:02:42.380 and we have the lowercase b allele 00:02:42.380 --> 00:02:43.600 which is for the blonde hair, 00:02:43.600 --> 00:02:46.291 and so the genotype in this situation, 00:02:46.291 --> 00:02:49.928 where you actually know what alleles you have, 00:02:49.928 --> 00:02:53.630 you would say that that is, you have a capital B 00:02:53.630 --> 00:02:54.810 from one parent 00:02:54.810 --> 00:02:56.990 and you have the lowercase b 00:02:56.990 --> 00:02:58.810 from another parent. 00:02:58.810 --> 00:03:00.300 Now the thing you might be asking is, 00:03:00.300 --> 00:03:02.860 but what does this organism look like? 00:03:02.860 --> 00:03:05.770 How does this genotype actually get expressed? 00:03:05.770 --> 00:03:07.780 And if you're asking that question 00:03:07.780 --> 00:03:10.650 where you're asking a question of phenotype. 00:03:10.650 --> 00:03:13.672 Phenotype is what is expressed 00:03:13.672 --> 00:03:17.730 and this is usually observable in some way. 00:03:17.730 --> 00:03:19.730 So the phenotype in this situation 00:03:19.730 --> 00:03:22.953 might be, and it's seldom this simple in genetics, 00:03:22.953 --> 00:03:24.610 but we're gonna make it simple 00:03:24.610 --> 00:03:26.280 in this scenario, 00:03:26.280 --> 00:03:29.629 that if you have a brown allele and blonde allele, 00:03:29.629 --> 00:03:32.970 that maybe the brown allele is dominant 00:03:32.970 --> 00:03:35.883 which is that if you have even one brown allele, 00:03:35.883 --> 00:03:38.490 at the end of the day, you're going to see brown. 00:03:38.490 --> 00:03:40.450 So I'll just write that down for this scenario 00:03:40.450 --> 00:03:42.330 although that's not actually going to be the case. 00:03:42.330 --> 00:03:45.110 Genetics gets a lot more complicated than that 00:03:45.110 --> 00:03:47.033 but certain genes, certain alleles, 00:03:48.000 --> 00:03:51.652 they are that simply dominant or recessive. 00:03:51.652 --> 00:03:54.630 Now you can imagine there's many different genotypes 00:03:54.630 --> 00:03:56.090 based on what I just described 00:03:56.090 --> 00:03:58.330 that could result in this phenotype. 00:03:58.330 --> 00:04:01.690 You could have this genotype that we just showed. 00:04:01.690 --> 00:04:05.357 You could get a brown allele from both parents. 00:04:05.357 --> 00:04:08.330 Either of these genotypes would express themselves 00:04:08.330 --> 00:04:11.880 as the phenotype brown, if we assume, 00:04:11.880 --> 00:04:13.220 and that is a big if, 00:04:13.220 --> 00:04:17.810 if we assume that this is the dominant version of the gene 00:04:17.810 --> 00:04:19.780 or the dominant allele. 00:04:19.780 --> 00:04:21.900 If that is, then in either case, 00:04:21.900 --> 00:04:24.505 it will express itself as the phenotype of brown. 00:04:24.505 --> 00:04:27.840 The only way you would get blonde hair in this scenario 00:04:27.840 --> 00:04:31.780 is if you had two of the recessive gene 00:04:31.780 --> 00:04:33.210 or the recessive version of the gene 00:04:33.210 --> 00:04:35.250 or the recessive allele. 00:04:35.250 --> 00:04:40.250 This would lead to a blonde phenotype 00:04:40.500 --> 00:04:41.600 right over here. 00:04:41.600 --> 00:04:43.110 We've talked about dominant alleles. 00:04:43.110 --> 00:04:45.540 We've talked about recessive alleles 00:04:45.540 --> 00:04:47.940 and another piece of terminology 00:04:47.940 --> 00:04:50.360 that you will hear when you talk about genetics 00:04:50.360 --> 00:04:54.590 are notions of homozygous, homozygous 00:04:55.610 --> 00:04:59.927 and/or versus heterozygous genotypes. 00:05:01.050 --> 00:05:01.990 And when people are talking 00:05:01.990 --> 00:05:03.840 about homozygous or heterozygous, 00:05:03.840 --> 00:05:05.699 they're talking about the genotype. 00:05:05.699 --> 00:05:10.170 Homozygous, you might know the prefix homo refers to same. 00:05:10.170 --> 00:05:11.590 So this is a situation 00:05:11.590 --> 00:05:16.123 where both the alleles are the same, same alleles, 00:05:17.430 --> 00:05:20.229 and heterozygous is a situation where hetero, 00:05:20.229 --> 00:05:25.229 that's referring to different, different alleles. 00:05:25.801 --> 00:05:29.140 So what would we call this scenario right over here? 00:05:29.140 --> 00:05:32.985 We would call this a heterozygous genotype for this gene. 00:05:32.985 --> 00:05:36.340 This would be homozygous dominant. 00:05:36.340 --> 00:05:38.860 We have two of the same dominant allele 00:05:38.860 --> 00:05:42.710 and this would be homozygous recessive. 00:05:42.710 --> 00:05:43.830 I'll leave you there. 00:05:43.830 --> 00:05:47.153 You're now armed to talk a lot about genetics.

Mutations

https://www.youtube.com/watch?v=_9wnC5pta78

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en

WEBVTT Kind: captions Language: en 00:00:01.020 --> 00:00:01.853 - [Instructor] In this video, 00:00:01.853 --> 00:00:04.050 we're gonna talk a little bit about mutations, 00:00:04.050 --> 00:00:05.580 and I wanna apologize ahead of time. 00:00:05.580 --> 00:00:07.020 My voice is a little strange today. 00:00:07.020 --> 00:00:08.970 I rode more roller coasters 00:00:08.970 --> 00:00:10.470 than I thought I would yesterday, 00:00:10.470 --> 00:00:12.960 and I screamed a little bit. 00:00:12.960 --> 00:00:14.100 But anyway, (chuckles) 00:00:14.100 --> 00:00:16.080 what we see right over here 00:00:16.080 --> 00:00:20.850 is what's often known as the central dogma of biology. 00:00:20.850 --> 00:00:25.440 It explains how we go from information in our DNA, 00:00:25.440 --> 00:00:28.740 which is really sequences of nucleotides, 00:00:28.740 --> 00:00:33.510 genes are segments of our DNA that code for specific things. 00:00:33.510 --> 00:00:35.460 So we see these nucleotides, 00:00:35.460 --> 00:00:38.940 which we denote with A, C, Gs, and Ts. 00:00:38.940 --> 00:00:42.330 And every three of them, that's known as a codon, 00:00:42.330 --> 00:00:43.980 and for every three of them, 00:00:43.980 --> 00:00:46.740 it's associated with an amino acid. 00:00:46.740 --> 00:00:49.830 And in other future parts of your biology education, 00:00:49.830 --> 00:00:50.850 you'll go into more depth 00:00:50.850 --> 00:00:53.760 on the molecular structures of amino acids. 00:00:53.760 --> 00:00:54.840 But what you need to know now 00:00:54.840 --> 00:00:58.230 is the amino acids are essentially strung together. 00:00:58.230 --> 00:01:00.510 And then they create proteins. 00:01:00.510 --> 00:01:05.400 And proteins have all sorts of functions in your body. 00:01:05.400 --> 00:01:07.800 To a large degree, they make you, you. 00:01:07.800 --> 00:01:10.230 They construct what you are. 00:01:10.230 --> 00:01:12.030 So this is a simplified version 00:01:12.030 --> 00:01:17.030 of how we go from DNA, to you, to some degree. 00:01:17.250 --> 00:01:19.110 Now, mutations, as you might know, 00:01:19.110 --> 00:01:20.430 even when you watch some movies, 00:01:20.430 --> 00:01:22.110 these are changes in DNA. 00:01:22.110 --> 00:01:23.970 You might have seen superheroes 00:01:23.970 --> 00:01:26.520 be exposed to radiation or some type of chemical, 00:01:26.520 --> 00:01:27.690 and then they get mutations, 00:01:27.690 --> 00:01:29.760 and then all of a sudden they have powers. 00:01:29.760 --> 00:01:31.650 Well, we don't know about too many mutations 00:01:31.650 --> 00:01:35.580 that create the ability to fly or to stick to walls. 00:01:35.580 --> 00:01:40.050 But mutations are a way that we get new genetic information 00:01:40.050 --> 00:01:42.420 in the gene pool. 00:01:42.420 --> 00:01:43.253 Now you might be saying, 00:01:43.253 --> 00:01:44.970 wait, I already know about sexual reproduction. 00:01:44.970 --> 00:01:47.490 Sexual reproduction creates variation. 00:01:47.490 --> 00:01:48.630 And that's true. 00:01:48.630 --> 00:01:51.120 Sexual reproduction creates variation 00:01:51.120 --> 00:01:53.250 but it really just shuffles around the genes 00:01:53.250 --> 00:01:55.110 and the chromosomes they're on 00:01:55.110 --> 00:01:57.870 that exist already inside of a gene pool. 00:01:57.870 --> 00:02:02.250 Mutations are actually changes in the genes. 00:02:02.250 --> 00:02:04.350 Now, where do these mutations come from? 00:02:04.350 --> 00:02:08.910 Well, there are sometimes errors when DNA is copied, 00:02:08.910 --> 00:02:11.790 but can also happen from environmental influences, 00:02:11.790 --> 00:02:14.850 like radiation or other things. 00:02:14.850 --> 00:02:15.750 Now, as you can imagine, 00:02:15.750 --> 00:02:18.300 many times, if you were to just all of a sudden 00:02:18.300 --> 00:02:20.010 eliminate some nucleotides, 00:02:20.010 --> 00:02:22.740 or if you were to change them into something else, 00:02:22.740 --> 00:02:23.880 that might be harmful. 00:02:23.880 --> 00:02:26.790 All of a sudden it might code for an amino acid here 00:02:26.790 --> 00:02:31.110 that does not allow this protein to function properly. 00:02:31.110 --> 00:02:33.300 Sometimes, it can be beneficial. 00:02:33.300 --> 00:02:36.660 And that's how we can get new versions of genes, alleles, 00:02:36.660 --> 00:02:38.430 or new genes altogether. 00:02:38.430 --> 00:02:40.230 All of a sudden this became that, 00:02:40.230 --> 00:02:43.080 this becomes a different amino acid, 00:02:43.080 --> 00:02:46.410 maybe this protein functions better. 00:02:46.410 --> 00:02:47.670 And then as you can imagine, 00:02:47.670 --> 00:02:50.010 sometimes, it doesn't matter at all. 00:02:50.010 --> 00:02:51.750 Maybe the different amino acid here 00:02:51.750 --> 00:02:54.660 really doesn't change the structure of this protein. 00:02:54.660 --> 00:02:57.930 And in some cases, you can even change a nucleotide 00:02:57.930 --> 00:03:00.753 and it still codes for the same amino acid.

Genes, proteins, and traits

https://www.youtube.com/watch?v=tfZfLDRu39c

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https://www.youtube.com/api/timedtext?v=tfZfLDRu39c&ei=tFWUZbjhGo-Np-oP0JSu0AI&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245284&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=DC8067D684F9B276BEC49D13802D1070E86ABE33.7F50F01023FB50BBE865AE8BA03AC3F3DF2E97F6&key=yt8&lang=en&fmt=vtt

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WEBVTT Kind: captions Language: en 00:00:00.150 --> 00:00:01.080 - [Instructor] Hi, everyone. 00:00:01.080 --> 00:00:03.750 This video is all about how the information 00:00:03.750 --> 00:00:07.110 in an organism's genes is expressed as its traits. 00:00:07.110 --> 00:00:10.770 This occurs through the action of molecules called proteins. 00:00:10.770 --> 00:00:12.720 But before we get into the details, 00:00:12.720 --> 00:00:14.550 let's start with the basics. 00:00:14.550 --> 00:00:16.380 What are traits? 00:00:16.380 --> 00:00:19.890 Well, traits are an organism's observable characteristics, 00:00:19.890 --> 00:00:21.780 and there are some really weird 00:00:21.780 --> 00:00:25.380 but really cool traits out there in the animal kingdom. 00:00:25.380 --> 00:00:26.490 Spiders, for example, 00:00:26.490 --> 00:00:29.100 can make seven different types of silk. 00:00:29.100 --> 00:00:33.690 Elephants have an amazingly low risk of developing cancer. 00:00:33.690 --> 00:00:36.660 And some jellyfish have the ability to glow. 00:00:36.660 --> 00:00:37.680 That's right! 00:00:37.680 --> 00:00:39.870 The crystal jelly can bioluminesce, 00:00:39.870 --> 00:00:42.840 or glow in the dark, all on its own. 00:00:42.840 --> 00:00:44.820 So now let's dive into the details 00:00:44.820 --> 00:00:46.770 of how these traits are expressed. 00:00:46.770 --> 00:00:48.240 Specifically, let's look at 00:00:48.240 --> 00:00:51.480 the jellyfish trait of bioluminescence. 00:00:51.480 --> 00:00:54.660 We know that an organism's traits are affected by its genes. 00:00:54.660 --> 00:00:56.280 So let's travel into the nucleus 00:00:56.280 --> 00:00:59.640 of the crystal jelly's cells to where its genes are found, 00:00:59.640 --> 00:01:01.470 on chromosomes. 00:01:01.470 --> 00:01:04.500 A chromosome shown here is a cell structure 00:01:04.500 --> 00:01:07.590 that contains a coiled up DNA molecule. 00:01:07.590 --> 00:01:09.390 I personally like to think of chromosomes 00:01:09.390 --> 00:01:12.690 as the packaged and organized version of DNA. 00:01:12.690 --> 00:01:17.310 A DNA molecule is made up of subunits, called nucleotides. 00:01:17.310 --> 00:01:22.310 Nucleotides are often called A, T, C, and G, 00:01:22.620 --> 00:01:27.620 which stand for adenine, thymine, cytosine, and guanine. 00:01:27.720 --> 00:01:29.790 A gene is a specific stretch 00:01:29.790 --> 00:01:33.720 or a chunk of nucleotides within a DNA molecule. 00:01:33.720 --> 00:01:36.870 So a chromosome and its DNA are like a cookbook 00:01:36.870 --> 00:01:39.960 that contains recipes for making an organism. 00:01:39.960 --> 00:01:41.850 Genes are the recipes. 00:01:41.850 --> 00:01:45.360 And just like how letters are arranged in a specific order 00:01:45.360 --> 00:01:47.370 to form words in a recipe, 00:01:47.370 --> 00:01:48.870 the nucleotides in a gene 00:01:48.870 --> 00:01:53.100 are also arranged in a specific order to convey information. 00:01:53.100 --> 00:01:56.910 So what does the cell make with these gene recipes? 00:01:56.910 --> 00:01:59.130 The cell uses the information in genes 00:01:59.130 --> 00:02:02.370 to make other molecules called proteins. 00:02:02.370 --> 00:02:05.370 So our crystal jelly must have genes on its chromosomes 00:02:05.370 --> 00:02:09.390 that are responsible for its trait of bioluminescence. 00:02:09.390 --> 00:02:11.340 Because of work done by scientists, 00:02:11.340 --> 00:02:14.100 we now know that the jelly fish's bioluminescence 00:02:14.100 --> 00:02:16.530 involves one gene in particular. 00:02:16.530 --> 00:02:18.060 The coding sequence of this gene 00:02:18.060 --> 00:02:21.540 is made up of roughly 700 nucleotides, 00:02:21.540 --> 00:02:24.030 all arranged in a specific order. 00:02:24.030 --> 00:02:27.120 And this gene acts like a recipe for making a protein 00:02:27.120 --> 00:02:32.040 called green fluorescent protein, or GFP, for short. 00:02:32.040 --> 00:02:33.750 Whenever you hear the word fluorescent, 00:02:33.750 --> 00:02:35.610 just think glowy. 00:02:35.610 --> 00:02:39.030 GFP is a glowy protein that can emit green light. 00:02:39.030 --> 00:02:42.450 And it's this presence of GFP in the jelly fish's cells 00:02:42.450 --> 00:02:45.720 that allows the jellyfish to bioluminesce. 00:02:45.720 --> 00:02:49.110 But proteins can do so much more than glow. 00:02:49.110 --> 00:02:50.850 There are thousands of tasks 00:02:50.850 --> 00:02:52.410 that different proteins carry out 00:02:52.410 --> 00:02:54.480 in order for cells to function. 00:02:54.480 --> 00:02:57.030 Some proteins help provide structure, 00:02:57.030 --> 00:03:00.450 some help move substances into and out of the cell, 00:03:00.450 --> 00:03:03.390 and others help carry out chemical reactions. 00:03:03.390 --> 00:03:07.230 All proteins are made up of subunits called amino acids 00:03:07.230 --> 00:03:09.210 which are connected in a chain. 00:03:09.210 --> 00:03:11.910 It's the order of nucleotides in a gene 00:03:11.910 --> 00:03:15.540 that determines the order of amino acids in a protein. 00:03:15.540 --> 00:03:18.420 And the order of amino acids is important 00:03:18.420 --> 00:03:20.610 because it determines the 3D shape 00:03:20.610 --> 00:03:22.500 that the protein will take on. 00:03:22.500 --> 00:03:26.070 And a protein's shape, in turn, affects its function. 00:03:26.070 --> 00:03:27.600 For the GFP protein, 00:03:27.600 --> 00:03:31.200 this protein has a special sequence of three amino acids 00:03:31.200 --> 00:03:34.410 that end up in the middle of a barrel-like structure 00:03:34.410 --> 00:03:37.500 when the protein takes on its 3D shape. 00:03:37.500 --> 00:03:40.080 These amino acids form the part of the protein 00:03:40.080 --> 00:03:41.580 that can fluoresce. 00:03:41.580 --> 00:03:43.320 They can absorb energy 00:03:43.320 --> 00:03:46.830 and then emit that energy as green light. 00:03:46.830 --> 00:03:49.650 So to sum it all up, genes affect traits 00:03:49.650 --> 00:03:52.440 through the actions of the proteins that they encode. 00:03:52.440 --> 00:03:54.630 The order of nucleotides in a gene 00:03:54.630 --> 00:03:58.230 determines the order of amino acids in a protein. 00:03:58.230 --> 00:04:01.890 And a protein's amino acids determines its structure 00:04:01.890 --> 00:04:03.600 and its function. 00:04:03.600 --> 00:04:05.430 The crystal jelly's bioluminescence 00:04:05.430 --> 00:04:07.350 and the discovery of GFP 00:04:07.350 --> 00:04:10.680 highlight why this knowledge is so important. 00:04:10.680 --> 00:04:13.410 Scientists have used the GFP gene and protein 00:04:13.410 --> 00:04:15.420 to make countless discoveries. 00:04:15.420 --> 00:04:18.120 Now, researchers can attach GFP to other things, 00:04:18.120 --> 00:04:20.760 such as other proteins or viruses, 00:04:20.760 --> 00:04:23.280 making them visible through bioluminescence 00:04:23.280 --> 00:04:24.930 and easy to track. 00:04:24.930 --> 00:04:27.540 GFP has made the invisible visible, 00:04:27.540 --> 00:04:30.750 and it's allowed researchers to learn how neurons develop 00:04:30.750 --> 00:04:32.790 and how cancer cells spread. 00:04:32.790 --> 00:04:34.350 And all of this research started 00:04:34.350 --> 00:04:36.030 with wondering about a single trait 00:04:36.030 --> 00:04:37.740 observed in the crystal jelly. 00:04:37.740 --> 00:04:40.110 Similarly, scientists are studying the properties 00:04:40.110 --> 00:04:41.460 of spider silk proteins 00:04:41.460 --> 00:04:44.400 in order to make new biocompatible materials. 00:04:44.400 --> 00:04:46.020 And they're also studying elephants 00:04:46.020 --> 00:04:49.260 for clues about how to prevent cancer in humans. 00:04:49.260 --> 00:04:50.760 What animal trait do you think will lead 00:04:50.760 --> 00:04:52.323 to the next big discovery?

Chromosome pairs

https://www.youtube.com/watch?v=SbagR2CpP_o

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https://www.youtube.com/api/timedtext?v=SbagR2CpP_o&ei=tFWUZfiLEqClvdIPuNaMkAo&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245284&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=ADC0C2FE53836950BF574C083552544842ABA79E.EF143905D8B880E3EBD5B44A23D8D5248B4C34FF&key=yt8&lang=en&fmt=vtt

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WEBVTT Kind: captions Language: en 00:00:00.000 --> 00:00:01.050 - [Instructor] - Hi, everyone. 00:00:01.050 --> 00:00:03.570 Today, we're gonna talk about chromosome pairs. 00:00:03.570 --> 00:00:05.640 But first, I've got a question for you. 00:00:05.640 --> 00:00:07.170 Between a black mulberry plant, 00:00:07.170 --> 00:00:09.330 a Guinea pig, and a human being, 00:00:09.330 --> 00:00:12.660 which organism do you think has the most chromosomes? 00:00:12.660 --> 00:00:16.050 The mulberry plant has green leaves and delicious berries. 00:00:16.050 --> 00:00:18.240 The Guinea pigs are adorable, tiny mammals 00:00:18.240 --> 00:00:20.070 with multiple body systems 00:00:20.070 --> 00:00:22.620 and humans have incredibly powerful brains 00:00:22.620 --> 00:00:26.040 and the ability to form complex social relationships. 00:00:26.040 --> 00:00:27.480 Before I tell you the answer, 00:00:27.480 --> 00:00:30.330 let's learn a little more about chromosomes. 00:00:30.330 --> 00:00:33.660 Chromosomes are structures that contain an organism's genes. 00:00:33.660 --> 00:00:35.580 And genes are the units of heredity 00:00:35.580 --> 00:00:37.380 passed from parent to offspring 00:00:37.380 --> 00:00:39.810 that affect an organism's traits. 00:00:39.810 --> 00:00:42.840 Chromosomes, and the genes they contain, 00:00:42.840 --> 00:00:45.750 are located inside an organism's cells. 00:00:45.750 --> 00:00:47.400 In multicellular organisms, 00:00:47.400 --> 00:00:50.670 the chromosomes are found within the cell's nucleus. 00:00:50.670 --> 00:00:53.730 Many species have chromosomes that come in matched pairs. 00:00:53.730 --> 00:00:56.400 For example, here's an image taken with a microscope 00:00:56.400 --> 00:00:58.920 of chromosomes from a typical human body cell. 00:00:58.920 --> 00:01:01.800 The chromosomes are laid out in an organized way, 00:01:01.800 --> 00:01:05.280 allowing us to see that humans have 46 chromosomes, 00:01:05.280 --> 00:01:08.070 which can be organized into 23 pairs. 00:01:08.070 --> 00:01:11.070 Each of these is a pair of chromosomes. 00:01:11.070 --> 00:01:12.510 This is one chromosome, 00:01:12.510 --> 00:01:14.970 and this is the second chromosome. 00:01:14.970 --> 00:01:19.320 These paired chromosomes are called homologous chromosomes. 00:01:19.320 --> 00:01:22.530 Homologous chromosomes have the same size and shape. 00:01:22.530 --> 00:01:26.280 They also contain the same genes in the same locations. 00:01:26.280 --> 00:01:30.450 Remember, an organism's genes affect its traits. 00:01:30.450 --> 00:01:34.470 Genes often come in different variations, called alleles. 00:01:34.470 --> 00:01:36.270 Different alleles of a gene 00:01:36.270 --> 00:01:39.150 can cause different versions of a trait. 00:01:39.150 --> 00:01:42.390 In an organism, a pair of homologous chromosomes 00:01:42.390 --> 00:01:44.610 may have the same allele for a gene, 00:01:44.610 --> 00:01:47.100 or they may have different alleles for a gene. 00:01:47.100 --> 00:01:48.360 To help us understand this, 00:01:48.360 --> 00:01:50.670 let's take a look at an illustrative example 00:01:50.670 --> 00:01:51.900 using pea plants. 00:01:51.900 --> 00:01:54.300 Pea plants can have pink or purple flowers. 00:01:54.300 --> 00:01:57.300 These colors are determined by two different variations, 00:01:57.300 --> 00:02:00.060 or alleles, of a single flower color gene. 00:02:00.060 --> 00:02:02.430 Pea plants have a copy of this flower color gene 00:02:02.430 --> 00:02:05.310 on each of two chromosomes in a homologous pair. 00:02:05.310 --> 00:02:08.820 A single pea plant may have two copies of the pink allele, 00:02:08.820 --> 00:02:12.330 two copies of the purple allele, or one copy of each. 00:02:12.330 --> 00:02:15.090 The color of flowers that the pea plants end up with 00:02:15.090 --> 00:02:16.710 depends on how the alleles interact. 00:02:16.710 --> 00:02:18.720 But we'll cover that in another video. 00:02:18.720 --> 00:02:20.100 An image like this one, 00:02:20.100 --> 00:02:21.690 of an individual's chromosomes, 00:02:21.690 --> 00:02:23.670 lined up in an organized way, 00:02:23.670 --> 00:02:26.160 is called a karyotype. 00:02:26.160 --> 00:02:27.990 Scientists and medical professionals 00:02:27.990 --> 00:02:31.620 can examine an individual's karyotype under the microscope 00:02:31.620 --> 00:02:34.200 to see if they might have a genetic condition. 00:02:34.200 --> 00:02:36.000 This could show up as size differences 00:02:36.000 --> 00:02:39.210 between chromosomes within each homologous pair 00:02:39.210 --> 00:02:41.613 or the presence of an extra chromosome. 00:02:42.450 --> 00:02:44.580 Now that you're a little more familiar with chromosomes, 00:02:44.580 --> 00:02:46.170 let's return to the question I asked 00:02:46.170 --> 00:02:48.300 at the beginning of this video. 00:02:48.300 --> 00:02:52.500 Between black mulberry plants, Guinea pigs, and humans, 00:02:52.500 --> 00:02:55.470 which organism has the most chromosomes? 00:02:55.470 --> 00:02:57.120 Any guesses? 00:02:57.120 --> 00:02:58.920 The black Mulberry plants do! 00:02:58.920 --> 00:03:02.640 These plants have a whopping 308 chromosomes. 00:03:02.640 --> 00:03:05.940 Guinea pigs come in second with 64 chromosomes. 00:03:05.940 --> 00:03:07.260 And like we said earlier, 00:03:07.260 --> 00:03:09.540 us humans only have 46 chromosomes. 00:03:09.540 --> 00:03:11.310 So we come in third. 00:03:11.310 --> 00:03:12.630 Are you surprised? 00:03:12.630 --> 00:03:13.620 Believe it or not, 00:03:13.620 --> 00:03:17.580 humans, with their big brains and complex social structures 00:03:17.580 --> 00:03:19.440 actually have far fewer chromosomes 00:03:19.440 --> 00:03:22.770 than many seemingly less complex organisms. 00:03:22.770 --> 00:03:24.000 Are black mulberry plants 00:03:24.000 --> 00:03:26.280 more complicated than we perceive? 00:03:26.280 --> 00:03:27.540 Perhaps. 00:03:27.540 --> 00:03:29.010 And perhaps there is more 00:03:29.010 --> 00:03:31.290 to understanding the role chromosomes play 00:03:31.290 --> 00:03:33.510 in determining traits. 00:03:33.510 --> 00:03:35.560 That's it for today, thanks for watching.

Chromosomes and genes

https://www.youtube.com/watch?v=taH5kyoQG0Q

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https://www.youtube.com/api/timedtext?v=taH5kyoQG0Q&ei=tFWUZdGVF5GgmLAPsuiOgAk&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245284&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=44FCD786FE3E5A8B483E96A131D4AC93C1CC67FD.2145CCFD68FD1E00B728D016844D708DD038FED7&key=yt8&lang=en&name=Default&fmt=vtt

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WEBVTT Kind: captions Language: en 00:00:00.240 --> 00:00:03.140 - [Lecturer] This is a super cute puppy. 00:00:03.140 --> 00:00:05.470 He has a pink tongue, black fur, 00:00:05.470 --> 00:00:08.040 and very friendly personality. 00:00:08.040 --> 00:00:10.660 We know that when this puppy grows up, 00:00:10.660 --> 00:00:13.750 he will have a healthy weight of about 70 pounds, 00:00:13.750 --> 00:00:15.630 he will love to play fetch, 00:00:15.630 --> 00:00:18.615 and enjoy snuggles with his human family. 00:00:18.615 --> 00:00:21.410 We know this because these traits 00:00:21.410 --> 00:00:24.130 are typical of his breed, Labradors. 00:00:24.130 --> 00:00:26.720 But where do these traits come from? 00:00:26.720 --> 00:00:29.930 In this video, we're gonna find out. 00:00:29.930 --> 00:00:32.170 But first, let's start at the beginning. 00:00:32.170 --> 00:00:35.350 What exactly are traits? 00:00:35.350 --> 00:00:39.409 Traits are specific observable characteristics. 00:00:39.409 --> 00:00:43.300 They can be physical, like our puppy's eye color. 00:00:43.300 --> 00:00:44.630 They can be behavioral, 00:00:44.630 --> 00:00:46.960 such as a dog being more or less aggressive 00:00:46.960 --> 00:00:48.410 towards strangers. 00:00:48.410 --> 00:00:51.470 Or they can be health related, such as a dog's risk 00:00:51.470 --> 00:00:54.100 of developing a certain disease. 00:00:54.100 --> 00:00:57.200 Traits are passed from parents to offspring. 00:00:57.200 --> 00:01:00.640 This is why our puppy looks so similar to his parents 00:01:00.640 --> 00:01:03.020 who were also Labradors. 00:01:03.020 --> 00:01:05.080 But, how does this occur? 00:01:05.080 --> 00:01:09.350 Well, traits are passed on from one generation to the next 00:01:09.350 --> 00:01:12.020 through the inheritance of genes. 00:01:12.020 --> 00:01:14.330 Genes are pieces of hereditary material 00:01:14.330 --> 00:01:16.733 that are passed from parents to offspring. 00:01:17.790 --> 00:01:20.520 Genes are found inside of an organism's cells 00:01:20.520 --> 00:01:23.670 as part of structures called chromosomes. 00:01:23.670 --> 00:01:25.520 In multicellular organisms, 00:01:25.520 --> 00:01:29.290 chromosomes are found inside the cell nucleus. 00:01:29.290 --> 00:01:32.610 Chromosomes are often shown as X-shaped structures 00:01:32.610 --> 00:01:33.473 like this one. 00:01:35.090 --> 00:01:37.060 Each chromosome is a structure 00:01:37.060 --> 00:01:42.060 that contains one long molecule of DNA, which stands for 00:01:43.581 --> 00:01:46.520 ♪ Deoxyribonucleic acid ♪ 00:01:46.520 --> 00:01:47.830 All right, sing it with me. 00:01:47.830 --> 00:01:51.210 ♪ Deoxyribonucleic acid ♪ 00:01:51.210 --> 00:01:53.670 Or DNA, for short. 00:01:53.670 --> 00:01:57.140 Here's a model showing a small stretch of a DNA molecule. 00:01:57.140 --> 00:01:59.160 You can see that it's made up of lots 00:01:59.160 --> 00:02:03.220 of different atoms represented by these colored balls. 00:02:03.220 --> 00:02:06.260 The DNA molecule in a chromosome is like this, 00:02:06.260 --> 00:02:08.363 but much, much longer. 00:02:09.380 --> 00:02:11.640 A chromosome's DNA molecule is coiled 00:02:11.640 --> 00:02:13.750 up in an organized way. 00:02:13.750 --> 00:02:16.450 This diagram shows what the DNA would look like 00:02:16.450 --> 00:02:18.560 if it were stretched out. 00:02:18.560 --> 00:02:19.760 This allows us to see 00:02:19.760 --> 00:02:22.780 where a chromosome's genes are located. 00:02:22.780 --> 00:02:27.003 Genes are specific stretches of a chromosome's DNA molecule. 00:02:28.280 --> 00:02:31.270 Each chromosome's DNA can contain hundreds 00:02:31.270 --> 00:02:33.600 or even thousands of genes. 00:02:33.600 --> 00:02:35.740 And in multicellular organisms, 00:02:35.740 --> 00:02:38.950 each cell contains multiple chromosomes. 00:02:38.950 --> 00:02:41.200 It's the collection of genes and chromosomes 00:02:41.200 --> 00:02:42.690 that contain the information 00:02:42.690 --> 00:02:45.793 about all of an organism's inherited traits. 00:02:46.840 --> 00:02:49.940 Like our puppy here, his chromosomes contain thousands 00:02:49.940 --> 00:02:53.820 of genes to help him determine his coat color, eye color, 00:02:53.820 --> 00:02:57.160 and all the other traits he inherited from his parents. 00:02:57.160 --> 00:03:00.530 So our puppy must have one or more genes 00:03:00.530 --> 00:03:02.760 that caused him to have black fur. 00:03:02.760 --> 00:03:04.560 If he had been born with different versions 00:03:04.560 --> 00:03:07.350 of the fur colored genes, he may have had yellow 00:03:07.350 --> 00:03:08.920 or brown fur. 00:03:08.920 --> 00:03:11.110 Heck, maybe one day someone will figure out 00:03:11.110 --> 00:03:14.490 how to change a puppy's DNA so that he has pink fur. 00:03:14.490 --> 00:03:15.380 And who knows? 00:03:15.380 --> 00:03:18.520 Maybe you'll be the geneticist to make it happen. 00:03:18.520 --> 00:03:19.750 That's it for today. 00:03:19.750 --> 00:03:20.640 Thanks for watching. 00:03:20.640 --> 00:03:23.390 And I hope to be seeing some pink puppies one day soon.

A Thermal Inversion Example in Donora

https://www.youtube.com/watch?v=OCMs3xNIquE

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WEBVTT Kind: captions Language: en 00:00:00.810 --> 00:00:01.950 - [Instructor] Hey there, friends. 00:00:01.950 --> 00:00:03.960 Today we're gonna learn about air pollution, 00:00:03.960 --> 00:00:06.360 and to start off, we're going back in time 00:00:06.360 --> 00:00:09.000 to the small town of Donora, Pennsylvania 00:00:09.000 --> 00:00:11.387 in October of 1948. 00:00:11.387 --> 00:00:13.920 (light music) 00:00:13.920 --> 00:00:16.500 Walking into this small industrial town, 00:00:16.500 --> 00:00:19.830 you can immediately sense that something is wrong. 00:00:19.830 --> 00:00:20.910 It's the middle of the day, 00:00:20.910 --> 00:00:24.120 but there's a thick yellowish smog everywhere, 00:00:24.120 --> 00:00:27.360 enveloping everything and even blocking out the sun. 00:00:27.360 --> 00:00:31.410 It's so dark that streetlights are on during the daytime. 00:00:31.410 --> 00:00:35.820 It stings your eyes and it's hard, even painful, to breathe. 00:00:35.820 --> 00:00:38.880 What we're experiencing is the Donora death fog, 00:00:38.880 --> 00:00:41.100 one of the worst air pollution disasters 00:00:41.100 --> 00:00:42.870 in the United States. 00:00:42.870 --> 00:00:45.060 Donora was an industrial town 00:00:45.060 --> 00:00:47.310 full of steel plants and mills, 00:00:47.310 --> 00:00:48.990 which released toxic emissions, 00:00:48.990 --> 00:00:51.990 such as hydrogen fluoride and sulfur dioxide, 00:00:51.990 --> 00:00:54.840 when processing steel and other metals. 00:00:54.840 --> 00:00:57.480 Normally, these poisonous gases would disperse 00:00:57.480 --> 00:00:58.950 into the atmosphere, 00:00:58.950 --> 00:01:02.250 but this time, there was a temperature inversion, 00:01:02.250 --> 00:01:03.930 which caused a blanket of warm air 00:01:03.930 --> 00:01:06.360 to cover a layer of colder air near the surface 00:01:06.360 --> 00:01:08.463 and right over Donora. 00:01:09.630 --> 00:01:12.570 Consequently, the toxic emissions were essentially trapped 00:01:12.570 --> 00:01:14.400 under the warm air. 00:01:14.400 --> 00:01:17.550 Over the course of several days from October 26th 00:01:17.550 --> 00:01:19.350 to October 31st, 00:01:19.350 --> 00:01:22.200 these toxic emissions had accumulated so much 00:01:22.200 --> 00:01:25.770 that half of the 14,000 people living in Donora 00:01:25.770 --> 00:01:29.490 suffered from respiratory problems, and 20 people died. 00:01:29.490 --> 00:01:32.310 Relief only came when the steel mills were shut down 00:01:32.310 --> 00:01:34.683 and a rainstorm alleviated the smog. 00:01:36.240 --> 00:01:38.940 But, following the deadly Donora smog, 00:01:38.940 --> 00:01:41.340 the public began to relieve just how dangerous 00:01:41.340 --> 00:01:43.770 and life-threatening air pollution could be, 00:01:43.770 --> 00:01:46.380 and citizens demanded change. 00:01:46.380 --> 00:01:48.840 Donora became a turning point in US history 00:01:48.840 --> 00:01:51.333 and was the start of the Clean Air Movement.

Khan Academy Ed Talks with Professor Thomas Guskey, PhD

https://www.youtube.com/watch?v=zHde29d12ko

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WEBVTT Kind: captions Language: en 00:00:00.330 --> 00:00:03.430 - Hello, and welcome to EdTalks with Khan Academy. 00:00:03.430 --> 00:00:05.720 I'm Kristen DiCerbo, the Chief Learning Officer 00:00:05.720 --> 00:00:06.553 at Khan Academy. 00:00:06.553 --> 00:00:08.510 And today I am looking forward to talking 00:00:08.510 --> 00:00:13.510 with Dr. Thomas Guskey about many things learning related, 00:00:13.720 --> 00:00:17.800 but particularly grades and grading and reporting systems. 00:00:17.800 --> 00:00:20.060 Before we get started, I have a couple things 00:00:20.060 --> 00:00:21.030 to remind you of. 00:00:21.030 --> 00:00:23.720 First, Khan Academy is a non-profit organization, 00:00:23.720 --> 00:00:27.130 and we are able to do our work, thanks to donations 00:00:27.130 --> 00:00:27.963 from folks like you. 00:00:27.963 --> 00:00:31.660 If you go to khanacademy.org/donate, 00:00:31.660 --> 00:00:33.590 you can help us be able to continue 00:00:33.590 --> 00:00:35.480 to do the work that we do. 00:00:35.480 --> 00:00:37.400 Thank you for doing that. 00:00:37.400 --> 00:00:41.040 Second, I wanna recognize some of our corporate sponsors 00:00:41.040 --> 00:00:45.130 who have particularly helped us in the COVID 19 crisis, 00:00:45.130 --> 00:00:48.453 including AT and T, General Motors and Fastly. 00:00:49.770 --> 00:00:53.740 And finally, if you want to hear this conversation 00:00:53.740 --> 00:00:56.810 or other conversations that Sal or I have had 00:00:56.810 --> 00:01:00.650 with folks in the education industry or outside, 00:01:00.650 --> 00:01:02.640 talking about education related things, 00:01:02.640 --> 00:01:07.360 you can find us on your podcast app at Homeroom with Sal, 00:01:07.360 --> 00:01:08.293 The podcast. 00:01:09.560 --> 00:01:14.550 So with that, I am glad to welcome Dr. Thomas Guskey. 00:01:14.550 --> 00:01:17.290 He has written over 25 award-winning books, 00:01:17.290 --> 00:01:19.950 but his latest is Get Set, Go. 00:01:19.950 --> 00:01:23.130 Creating Successful Grading and Reporting Systems. 00:01:23.130 --> 00:01:25.100 So we'll be talking about that. 00:01:25.100 --> 00:01:29.270 He's also the Professor Emeritus in the College of Education 00:01:29.270 --> 00:01:30.480 at the University of Kentucky, 00:01:30.480 --> 00:01:32.910 where he served as Department Chair, 00:01:32.910 --> 00:01:35.320 Head of the Educational Psychology Area Committee 00:01:35.320 --> 00:01:38.080 and President of the Faculty Council. 00:01:38.080 --> 00:01:41.470 He began his career in education as a middle school teacher 00:01:41.470 --> 00:01:43.990 and earned his doctorate at the University of Chicago 00:01:43.990 --> 00:01:46.480 under the direction of Professor Benjamin Bloom, 00:01:46.480 --> 00:01:49.190 and served as an administrator in Chicago Public Schools 00:01:49.190 --> 00:01:51.730 before becoming the first director 00:01:51.730 --> 00:01:54.540 of the Center for the Improvement of Teaching and Learning 00:01:54.540 --> 00:01:56.300 at National Research Center. 00:01:56.300 --> 00:01:58.280 So welcome. 00:01:58.280 --> 00:01:59.830 Thank you for joining us today. 00:02:00.670 --> 00:02:01.910 - Thank you, Kristen. 00:02:01.910 --> 00:02:04.923 I've been a long admirer of the work at the Khan Academy. 00:02:04.923 --> 00:02:06.580 So this is quite an honor for me. 00:02:06.580 --> 00:02:07.940 Thank you. 00:02:07.940 --> 00:02:10.920 - Oh, it is an honor for us to have you. 00:02:10.920 --> 00:02:13.480 I'd like to get started in talking to folks 00:02:13.480 --> 00:02:15.600 a little bit about their career paths. 00:02:15.600 --> 00:02:20.520 So as you think about how you ended up 00:02:20.520 --> 00:02:22.730 being a professor and researcher, 00:02:22.730 --> 00:02:25.540 studying the things you study, how did you get there? 00:02:25.540 --> 00:02:27.000 What did you say when you were a kid 00:02:27.000 --> 00:02:28.390 that what you wanted to be when you grew up 00:02:28.390 --> 00:02:29.833 and how did that evolve? 00:02:31.270 --> 00:02:33.230 - Well, I had a very different career path 00:02:33.230 --> 00:02:34.960 than most people in education. 00:02:34.960 --> 00:02:37.820 My undergraduate major in college 00:02:37.820 --> 00:02:40.220 was actually physics and electrical engineering, 00:02:41.140 --> 00:02:43.250 but I graduated from college with my degree in that area 00:02:43.250 --> 00:02:47.617 to discover that I have no talent in that field at all, 00:02:47.617 --> 00:02:50.560 which was a terrible disappointment to my father, 00:02:50.560 --> 00:02:52.310 who is an engineer. 00:02:52.310 --> 00:02:56.040 And I was at a party one night, which I did a lot 00:02:56.040 --> 00:02:59.800 at that time, talking to a friend who told me 00:02:59.800 --> 00:03:01.210 about a teaching job. 00:03:01.210 --> 00:03:03.090 He had been looking for a teaching job 00:03:03.090 --> 00:03:04.640 and he was at private school, 00:03:04.640 --> 00:03:06.730 a middle school where they needed 00:03:06.730 --> 00:03:08.310 a seventh and eighth grade math teacher 00:03:08.310 --> 00:03:09.850 who would also coach. 00:03:09.850 --> 00:03:12.503 And this just happened to be the third week of August. 00:03:16.470 --> 00:03:18.670 My father always claimed that the only reason 00:03:18.670 --> 00:03:20.910 I was hired is I passed a mirror test. 00:03:20.910 --> 00:03:22.540 They put a mirror under my nose, it fogged 00:03:22.540 --> 00:03:23.590 and so I got the job. 00:03:24.650 --> 00:03:26.460 But I started teaching middle school 00:03:26.460 --> 00:03:28.460 and I just fell in love with it. 00:03:28.460 --> 00:03:30.980 I know a lot of people struggle with that age 00:03:30.980 --> 00:03:33.840 of children, but I just thought they were terrific. 00:03:33.840 --> 00:03:36.010 So as a continuency of me being hired, 00:03:36.010 --> 00:03:37.340 I had to gain my certification. 00:03:37.340 --> 00:03:39.820 So I began taking education classes 00:03:39.820 --> 00:03:41.543 then I gained my certification. 00:03:42.380 --> 00:03:44.101 And then after several years, decided 00:03:44.101 --> 00:03:46.130 that I really wanted to go back to graduate school 00:03:46.130 --> 00:03:47.990 to learn how to become a better teacher. 00:03:47.990 --> 00:03:51.150 So I began in Boston and then ended up 00:03:51.150 --> 00:03:54.131 at the University of Chicago, where my chair, 00:03:54.131 --> 00:03:56.630 my advisor and the chair of my Doctoral 00:03:56.630 --> 00:03:59.340 Dissertation Committee was Benjamin Bloom. 00:03:59.340 --> 00:04:02.470 So it was from that, that I really became interested 00:04:02.470 --> 00:04:06.970 in the whole area of educational measurements and valuation, 00:04:06.970 --> 00:04:09.010 learned about the taxonomy, learned about 00:04:09.010 --> 00:04:11.000 instruction and mastery learning 00:04:11.000 --> 00:04:13.270 and then began working with Chicago Public Schools. 00:04:13.270 --> 00:04:16.790 Did that for several years and decided after that, 00:04:16.790 --> 00:04:19.370 I really wanted to go into a university position. 00:04:19.370 --> 00:04:22.990 So, accepted a position here at the University of Kentucky 00:04:22.990 --> 00:04:25.540 in the department of Educational 00:04:25.540 --> 00:04:27.570 School and Counseling Psychology 00:04:27.570 --> 00:04:30.347 and where I spent most of my academic career. 00:04:31.980 --> 00:04:33.290 - Fantastic. 00:04:33.290 --> 00:04:37.890 So as I alluded to, you have written a lot of books 00:04:37.890 --> 00:04:39.023 and articles, 00:04:40.270 --> 00:04:42.650 an impressive library. 00:04:42.650 --> 00:04:47.130 So if you had to pick out some of the areas that you think 00:04:47.130 --> 00:04:50.960 that you say, hey, I have a lot to say about this topic. 00:04:50.960 --> 00:04:52.400 What are some of those areas that you feel like 00:04:52.400 --> 00:04:56.262 are important to, that you have some important things 00:04:56.262 --> 00:04:58.010 to talk about? 00:04:58.010 --> 00:04:59.000 - Right. 00:04:59.000 --> 00:05:01.220 Well, my very first book was on 00:05:01.220 --> 00:05:03.250 Implementing Mastery Learning, 00:05:03.250 --> 00:05:05.050 and this was an extension of what I had learned 00:05:05.050 --> 00:05:05.883 with Benjamin Bloom. 00:05:05.883 --> 00:05:08.460 He was the person who developed the whole concept 00:05:08.460 --> 00:05:09.740 of mastery learning. 00:05:09.740 --> 00:05:12.980 And then when I began working with Chicago Public Schools, 00:05:12.980 --> 00:05:17.740 we were leading a team of people there really to implement 00:05:17.740 --> 00:05:21.000 Bloom's ideas into the public school system in Chicago. 00:05:21.000 --> 00:05:22.920 So that was really my first interest, 00:05:22.920 --> 00:05:26.170 the instructional programs and the idea of using assessments 00:05:26.170 --> 00:05:27.540 as learning tools. 00:05:27.540 --> 00:05:31.350 But my dissertation was actually in the area of change, 00:05:31.350 --> 00:05:33.540 and teacher change in particular. 00:05:33.540 --> 00:05:36.880 So that led me into a profound interest in, 00:05:36.880 --> 00:05:39.910 not only the change process, but teacher learning 00:05:39.910 --> 00:05:42.080 and professional learning experiences 00:05:42.080 --> 00:05:43.340 for teachers. 00:05:43.340 --> 00:05:46.590 So developed a book, developed an evaluation model 00:05:46.590 --> 00:05:49.710 for professional learning, looking at 00:05:49.710 --> 00:05:52.430 how we can translate professional learning for educators 00:05:52.430 --> 00:05:54.873 into learning for students. 00:05:56.240 --> 00:05:58.930 Then that, from that 00:05:58.930 --> 00:06:01.460 got me interested in sort of using assessments 00:06:01.460 --> 00:06:03.900 as learning tools as we had through mastery learning. 00:06:03.900 --> 00:06:05.763 That took in the area of assessment. 00:06:06.960 --> 00:06:09.720 And then when we gather that information, 00:06:09.720 --> 00:06:11.920 we have to report it and communicate it 00:06:11.920 --> 00:06:13.170 to parents and to families. 00:06:13.170 --> 00:06:15.260 And that brought me into the area of grading. 00:06:15.260 --> 00:06:16.670 And that's really what I've been focusing on 00:06:16.670 --> 00:06:18.370 for the last several years of grading issues 00:06:18.370 --> 00:06:21.110 and how to really enhance that, understanding what we know 00:06:21.110 --> 00:06:24.140 about the grading process and then how we can improve it 00:06:24.140 --> 00:06:27.723 to enhance the communication between schools and homes. 00:06:29.200 --> 00:06:30.120 - That totally makes sense. 00:06:30.120 --> 00:06:32.190 And I see how things built on each other 00:06:32.190 --> 00:06:34.010 to get to where you are today. 00:06:34.010 --> 00:06:36.137 So before we get to the grading piece, 00:06:36.137 --> 00:06:38.400 I'd love to talk a little bit more about mastery learning 00:06:38.400 --> 00:06:42.547 since it is, also at Khan Academy, a foundational piece 00:06:42.547 --> 00:06:45.210 in terms of how we think about it. 00:06:45.210 --> 00:06:47.390 So for those who are watching, who don't know, 00:06:47.390 --> 00:06:49.990 Dr. Benjamin Bloom is considered one of the pioneers, 00:06:49.990 --> 00:06:52.696 and then Dr. Guskey has taken many of those lessons 00:06:52.696 --> 00:06:56.960 and applied them and shared them with the world as well. 00:06:56.960 --> 00:07:00.100 How do you, when you went in and were first talking 00:07:00.100 --> 00:07:02.930 to teachers, or even now, when you're talking to teachers 00:07:02.930 --> 00:07:05.610 who are just learning about mastery learning, 00:07:05.610 --> 00:07:08.230 how do you introduce it to them in terms of 00:07:08.230 --> 00:07:10.240 what are the main, the key points 00:07:10.240 --> 00:07:12.023 and the key elements of it? 00:07:13.470 --> 00:07:16.330 - Well, I always introduce mastery learning to teachers 00:07:16.330 --> 00:07:19.803 as a way to solve the two biggest problems 00:07:19.803 --> 00:07:22.060 that teachers face. 00:07:22.060 --> 00:07:24.989 The first being, the whole notion of motivation. 00:07:24.989 --> 00:07:28.010 How do I motivate students to learn things 00:07:28.010 --> 00:07:30.500 that they may not consider important in their lives 00:07:30.500 --> 00:07:33.522 or don't seem as relevant? 00:07:33.522 --> 00:07:37.690 And the idea is that the key to motivation 00:07:37.690 --> 00:07:40.630 and what we know seems to be the foundation 00:07:40.630 --> 00:07:43.180 of building motivation is success. 00:07:43.180 --> 00:07:45.360 I mean, students persist in activities 00:07:45.360 --> 00:07:48.550 which they're successful and they avoid with passion, 00:07:48.550 --> 00:07:50.300 those things in which they're not successful 00:07:50.300 --> 00:07:52.410 or believe they cannot be. 00:07:52.410 --> 00:07:55.583 I mean, I always use the example of video games. 00:07:56.420 --> 00:07:59.208 I mean, the biggest selling video game of all time 00:07:59.208 --> 00:08:01.060 is Pac-Man. 00:08:01.060 --> 00:08:03.740 I mean, nothing has ever outsold Pac-Man. 00:08:03.740 --> 00:08:08.740 It's like a 17, $18 billion industry. 00:08:08.980 --> 00:08:13.742 And the purpose of Pac-Man is basically to gobble up dots. 00:08:13.742 --> 00:08:16.340 Now, what makes that interesting? 00:08:16.340 --> 00:08:18.190 What makes that relevant to anybody's life? 00:08:18.190 --> 00:08:19.360 Nothing. 00:08:19.360 --> 00:08:21.440 And as people say, well, maybe it's behavioral. 00:08:21.440 --> 00:08:23.700 Maybe it's based on the rewards you get, 00:08:23.700 --> 00:08:25.240 but that's not true. 00:08:25.240 --> 00:08:27.130 I mean, in Pac-Man, what do you get 00:08:27.130 --> 00:08:29.060 if you go up all the dots? 00:08:29.060 --> 00:08:31.032 You get more dots. 00:08:31.032 --> 00:08:32.260 That's a great world. 00:08:32.260 --> 00:08:34.570 I mean, that's like saying, look, do these 10 problems, 00:08:34.570 --> 00:08:36.213 I'll give you 10 more to do. 00:08:37.460 --> 00:08:40.080 But what Pac-Man did is it showed people 00:08:40.080 --> 00:08:42.350 that they could be successful at this task 00:08:42.350 --> 00:08:44.730 and capitalized in that success. 00:08:44.730 --> 00:08:47.498 Every time they'd improve, make the challenge 00:08:47.498 --> 00:08:50.210 a little bit greater and show you could succeed it. 00:08:50.210 --> 00:08:53.400 So that's the same that what we have to carry through 00:08:53.400 --> 00:08:55.060 in education, we have to find ways 00:08:55.060 --> 00:08:56.667 we can help students succeed 00:08:56.667 --> 00:09:00.330 and see that they can be successful as learners. 00:09:00.330 --> 00:09:02.630 But that ties to the second major problem. 00:09:02.630 --> 00:09:05.885 And that problem is the diversity the teachers face 00:09:05.885 --> 00:09:07.803 in group based instruction. 00:09:08.750 --> 00:09:11.060 I mean, it would be great to think about 00:09:11.060 --> 00:09:12.920 individualized instruction of programs, 00:09:12.920 --> 00:09:16.430 but we'll never be able to get to a situation in our country 00:09:16.430 --> 00:09:18.910 where we have a class size of one. 00:09:18.910 --> 00:09:20.330 It's always going to be group based. 00:09:20.330 --> 00:09:22.440 And because of that diversity in, there is, 00:09:22.440 --> 00:09:24.680 no matter what approach a teacher chooses, 00:09:24.680 --> 00:09:27.280 it works for some, it doesn't work for others. 00:09:27.280 --> 00:09:29.980 And so teachers have to find a way to provide 00:09:29.980 --> 00:09:33.780 for the diversity of needs in a group based environment. 00:09:33.780 --> 00:09:37.580 And those are exactly the two conditions under which 00:09:37.580 --> 00:09:41.510 Benjamin Bloom developed the ideas of mastery learning. 00:09:41.510 --> 00:09:43.990 What could we do in a group based environment 00:09:43.990 --> 00:09:47.330 to help more students learn excellently the things we have 00:09:47.330 --> 00:09:49.690 to teach and gain the many positive benefits 00:09:49.690 --> 00:09:51.470 of that success. 00:09:51.470 --> 00:09:54.830 So I think, it's approached as a way of solving 00:09:54.830 --> 00:09:57.680 those two critical problems that teachers face 00:09:57.680 --> 00:10:00.550 and giving them a solution to an issue 00:10:00.550 --> 00:10:02.400 with which they've always been familiar 00:10:02.400 --> 00:10:04.150 and probably have always struggled. 00:10:05.970 --> 00:10:09.110 - I continue to hear those as probably 00:10:09.110 --> 00:10:12.680 the two biggest questions that we get from teachers. 00:10:12.680 --> 00:10:15.300 How do I help differentiate for all the different levels 00:10:15.300 --> 00:10:18.380 I have in my class and how do I motivate students? 00:10:18.380 --> 00:10:22.100 So that absolutely makes sense in terms of the problems 00:10:22.100 --> 00:10:26.410 to be solved and where those were and that it continues to, 00:10:26.410 --> 00:10:29.780 over years, that it continues to be some of the issues 00:10:29.780 --> 00:10:31.530 that teachers face. 00:10:31.530 --> 00:10:33.560 When you were first starting, 00:10:33.560 --> 00:10:36.220 so, don't wanna make you feel old, 00:10:36.220 --> 00:10:38.377 but you've been doing this for a while. 00:10:38.377 --> 00:10:39.343 - Yes, that's true. 00:10:40.335 --> 00:10:43.830 - What were some of the conditions then 00:10:43.830 --> 00:10:46.718 and how do you see things either changing or the same 00:10:46.718 --> 00:10:49.563 in the world, in the school environments now? 00:10:50.790 --> 00:10:53.860 - Well, it certainly has changed a lot. 00:10:53.860 --> 00:10:58.770 I mean, I have the advantage of, now with social media, 00:10:58.770 --> 00:11:01.213 many of my former students, middle school students 00:11:01.213 --> 00:11:04.100 are now my friends on Facebook and they write to me 00:11:04.100 --> 00:11:06.800 about their lives and what's going on. 00:11:06.800 --> 00:11:11.010 And the positive ways in which education has changed, 00:11:11.010 --> 00:11:12.990 especially through the use of technology, 00:11:12.990 --> 00:11:16.670 it's just remarkable the things that we're able to do today, 00:11:16.670 --> 00:11:19.900 but the social conditions are really different. 00:11:19.900 --> 00:11:22.370 But teachers are, I think, very sensitive to that 00:11:22.370 --> 00:11:25.890 and aware of the things that our students bring to school 00:11:25.890 --> 00:11:29.660 and how we have to help them use school as an environment 00:11:29.660 --> 00:11:31.600 in which they can feel safe. 00:11:31.600 --> 00:11:33.540 And in the safety of that environment, 00:11:33.540 --> 00:11:35.497 really become successful in learning. 00:11:35.497 --> 00:11:38.850 And I think that's where Benjamin Bloom, 00:11:38.850 --> 00:11:40.980 where they made a remarkable difference. 00:11:40.980 --> 00:11:45.430 And he said that, learning in any subject area is infinite, 00:11:45.430 --> 00:11:47.430 and there's no limit to what you can learn 00:11:47.430 --> 00:11:50.823 in any subject area at all, but a curriculum is finite. 00:11:51.830 --> 00:11:54.470 And when we identify a curriculum, what we do, 00:11:54.470 --> 00:11:56.510 is we take that entire domain of learning 00:11:56.510 --> 00:11:59.185 in any academic discipline or subject area, 00:11:59.185 --> 00:12:02.090 and we specify these are the things we think 00:12:02.090 --> 00:12:04.730 all students should be able to learn really well. 00:12:04.730 --> 00:12:07.500 Then, once we do that, our job as educators 00:12:07.500 --> 00:12:09.870 becomes doing everything within our power 00:12:09.870 --> 00:12:12.450 to ensure that all students, not just some 00:12:12.450 --> 00:12:15.740 but really all, learn that excellently. 00:12:15.740 --> 00:12:19.030 And so where Bloom really differed in his orientation 00:12:19.030 --> 00:12:21.370 compared to others, is that at that time 00:12:21.370 --> 00:12:23.957 when he developed these ideas and the late 1960s 00:12:23.957 --> 00:12:27.250 and early 1970s, people were talking about 00:12:27.250 --> 00:12:29.670 equality of educational opportunity 00:12:29.670 --> 00:12:31.670 and doing things to make sure that all kids 00:12:31.670 --> 00:12:35.080 had similar opportunities when they entered school. 00:12:35.080 --> 00:12:38.730 And Bloom saw that as just an impossible sort of thing 00:12:38.730 --> 00:12:42.330 that no matter what we did, our society was going to dictate 00:12:42.330 --> 00:12:46.250 that kids would come to school dramatically different. 00:12:46.250 --> 00:12:49.440 And what we needed to do was not concern ourselves so much 00:12:49.440 --> 00:12:52.000 with the quality of opportunity, but equity 00:12:52.000 --> 00:12:55.070 in terms of the outcomes and what could we do 00:12:55.070 --> 00:12:58.480 to ensure that all students, regardless of the conditions 00:12:58.480 --> 00:13:01.020 they brought with them to school, 00:13:01.020 --> 00:13:02.700 were able to learn excellently. 00:13:02.700 --> 00:13:05.460 And so they would master that curriculum, 00:13:05.460 --> 00:13:09.340 gain the benefits of success and be able to carry that over 00:13:09.340 --> 00:13:11.540 to what they then would have in their lives. 00:13:13.460 --> 00:13:16.160 - That absolutely makes sense as we think about equity 00:13:17.099 --> 00:13:20.340 and equality and those are certainly themes 00:13:20.340 --> 00:13:23.233 that we're seeing playing out in schools today, 00:13:24.530 --> 00:13:28.113 as salient as they were then, I think they continue to be. 00:13:29.060 --> 00:13:32.900 As we think about that equality, I know one of the struggles 00:13:32.900 --> 00:13:36.330 that teachers have in classrooms is thinking about, 00:13:36.330 --> 00:13:39.350 when students have those gaps that need to be filled 00:13:39.350 --> 00:13:41.280 in their foundational knowledge. 00:13:41.280 --> 00:13:44.310 And they also have the pressure, teachers have the pressure 00:13:44.310 --> 00:13:48.220 of meeting those grade level standards. 00:13:48.220 --> 00:13:51.620 And I have to cover all this material this year. 00:13:51.620 --> 00:13:54.453 How do you help teachers think about that tension? 00:13:55.480 --> 00:13:58.440 - Well, I think one of the things that I try to emphasize 00:13:58.440 --> 00:14:03.280 in my work is that we're never going to be able to overcome 00:14:03.280 --> 00:14:07.300 all those gaps that students might have when they come in. 00:14:07.300 --> 00:14:11.070 And I think it's really a folly to try to look back 00:14:11.070 --> 00:14:13.290 and think about all that they might have missed. 00:14:13.290 --> 00:14:16.160 What's much more productive is to look ahead 00:14:16.160 --> 00:14:18.660 and with each learning unit, try to identify 00:14:18.660 --> 00:14:21.810 the maybe two or three things that students need to have 00:14:21.810 --> 00:14:23.793 in order to succeed in this next unit. 00:14:24.870 --> 00:14:26.730 They don't, you're not going to remedy 00:14:26.730 --> 00:14:28.710 like three years of learning deficits 00:14:28.710 --> 00:14:31.320 in the first six months of school. 00:14:31.320 --> 00:14:32.710 But what you can do is look ahead 00:14:32.710 --> 00:14:35.180 to that first instructional unit and say, 00:14:35.180 --> 00:14:38.000 in order for the students to really be successful, 00:14:38.000 --> 00:14:40.062 to start at a level playing field, 00:14:40.062 --> 00:14:42.980 here are the two or three things they really need to learn. 00:14:42.980 --> 00:14:44.540 These are the things they really need to have. 00:14:44.540 --> 00:14:47.860 This would establish a baseline for them. 00:14:47.860 --> 00:14:49.970 This would be the prerequisite for it. 00:14:49.970 --> 00:14:52.640 And then what we do is we teach those two or three things 00:14:52.640 --> 00:14:55.690 to a level of mastery, and then, 00:14:55.690 --> 00:14:57.950 everybody's starting on that level playing field. 00:14:57.950 --> 00:14:59.200 And when you get everybody starting 00:14:59.200 --> 00:15:02.100 in a level playing field, then you can guarantee 00:15:02.100 --> 00:15:04.160 success in that first unit. 00:15:04.160 --> 00:15:05.870 And typically, success in the first unit 00:15:05.870 --> 00:15:08.360 is prerequisite for success in the second unit. 00:15:08.360 --> 00:15:10.150 Although in the second unit, you might again, 00:15:10.150 --> 00:15:12.640 look ahead and identify if there were any things 00:15:12.640 --> 00:15:15.640 that I would expect students to know and be able to do 00:15:15.640 --> 00:15:17.170 to really succeed in this one. 00:15:17.170 --> 00:15:19.280 And it could take a little bit of time. 00:15:19.280 --> 00:15:23.060 And what we find is that, if teachers can do that, 00:15:23.060 --> 00:15:25.729 to look ahead, rather than looking back 00:15:25.729 --> 00:15:27.440 and take a little bit of time 00:15:27.440 --> 00:15:29.220 at the beginning of every instructional unit 00:15:29.220 --> 00:15:32.861 to really emphasize those prerequisites. 00:15:32.861 --> 00:15:36.570 Not only does it mean their instruction can increase 00:15:36.570 --> 00:15:39.860 in its pace later, but it gives kids 00:15:39.860 --> 00:15:43.500 the necessary preconditions for success. 00:15:43.500 --> 00:15:46.780 So it's the idea that instead of remedying promise 00:15:46.780 --> 00:15:49.430 in the past, we look ahead to what kids need 00:15:49.430 --> 00:15:52.410 and then provide that in a really structured environment 00:15:52.410 --> 00:15:54.860 and then be able to build on that as we go along. 00:15:55.736 --> 00:15:56.569 - All right. 00:15:56.569 --> 00:15:59.520 I rarely, I don't like to use these (indistinct) 00:15:59.520 --> 00:16:02.360 Khan Academy things, but I just wanted to run this by you. 00:16:02.360 --> 00:16:06.420 So we have what we call get ready for grade level courses. 00:16:06.420 --> 00:16:08.210 Which essentially your sixth, 00:16:08.210 --> 00:16:09.410 you have your sixth grade course. 00:16:09.410 --> 00:16:13.040 Say you have a unit on decimals, the get ready for course, 00:16:13.040 --> 00:16:15.490 has the get ready for decimals unit, 00:16:15.490 --> 00:16:18.070 which has those two or three prerequisites 00:16:18.070 --> 00:16:19.620 that you need to do decimals. 00:16:19.620 --> 00:16:22.710 And that we want teachers to use in that way 00:16:22.710 --> 00:16:24.390 and leaving them in. 00:16:24.390 --> 00:16:27.830 So we have read what you're suggesting 00:16:27.830 --> 00:16:31.190 and taken that in and built on that. 00:16:31.190 --> 00:16:32.333 So-- 00:16:32.333 --> 00:16:33.166 - Kristen, 00:16:33.166 --> 00:16:34.720 it's one of the reasons I'm such an admirer 00:16:34.720 --> 00:16:36.450 of the Khan Academy work because 00:16:36.450 --> 00:16:39.440 it's so thoughtfully structured and you do 00:16:39.440 --> 00:16:43.380 such a very good job of building on exactly those ideas. 00:16:43.380 --> 00:16:46.520 Those get ready things are just absolutely on target 00:16:46.520 --> 00:16:49.320 and just precisely what we would need to do 00:16:49.320 --> 00:16:52.299 to ensure that higher level success for our students. 00:16:52.299 --> 00:16:53.333 - Yeah. 00:16:54.920 --> 00:16:57.330 Always excited to hear folks saying, 00:16:57.330 --> 00:16:59.570 talking about the things and I can say, 00:16:59.570 --> 00:17:01.260 yes, we're trying to do that. 00:17:02.367 --> 00:17:04.567 - It was so thoughtful in design. 00:17:06.380 --> 00:17:07.213 - Absolutely. 00:17:07.213 --> 00:17:09.520 Let's move into talking a little bit about grading 00:17:09.520 --> 00:17:12.990 and where you've been writing and thinking about grades 00:17:12.990 --> 00:17:14.150 and grading. 00:17:14.150 --> 00:17:19.020 What would you say are the big factors 00:17:19.020 --> 00:17:21.283 in effective and accurate grading? 00:17:22.539 --> 00:17:27.407 - Well, we actually did a very large project in 2016 00:17:28.270 --> 00:17:31.570 where the American Educational Research Association 00:17:31.570 --> 00:17:34.600 was celebrating its 100th year anniversary. 00:17:34.600 --> 00:17:36.260 And as a part of that celebration, 00:17:36.260 --> 00:17:39.900 they put out a call to the field to researchers and scholars 00:17:39.900 --> 00:17:43.780 to ask if they would take on the challenge 00:17:43.780 --> 00:17:47.410 of really reviewing all the research being conducted 00:17:47.410 --> 00:17:48.880 in these different areas of education 00:17:48.880 --> 00:17:51.210 over that 100 year period. 00:17:51.210 --> 00:17:53.350 So together with my friend, Susan Brookhart, 00:17:53.350 --> 00:17:58.350 we put together an amazing team of really important scholars 00:17:58.690 --> 00:18:00.732 that had looked into the grading area 00:18:00.732 --> 00:18:02.750 and asked them to take on that challenge. 00:18:02.750 --> 00:18:04.018 And we developed our paper, 00:18:04.018 --> 00:18:07.100 which was published in Review of Education and Research, 00:18:07.100 --> 00:18:10.760 and then actually extended that into the practical vocations 00:18:10.760 --> 00:18:13.410 of that work and a book we did for ASCD 00:18:13.410 --> 00:18:15.430 called What We Know about Grading, 00:18:15.430 --> 00:18:19.130 but what surprised us most in getting into this area 00:18:19.130 --> 00:18:23.710 was to discover how much we know, how long we've known it 00:18:23.710 --> 00:18:26.610 and how little of that has found its way 00:18:26.610 --> 00:18:27.988 into practice today. 00:18:27.988 --> 00:18:30.080 I mean, I've grown absolutely convinced 00:18:30.080 --> 00:18:32.680 there's just not another area in all of education 00:18:32.680 --> 00:18:35.330 where the gap between our knowledge base and our practice 00:18:35.330 --> 00:18:38.090 is greater than in the area of grading. 00:18:38.090 --> 00:18:40.280 And so we've got an amazing knowledge base. 00:18:40.280 --> 00:18:43.220 It gives us guidance on how to do this well. 00:18:43.220 --> 00:18:46.080 It's just that we are so bombed by tradition 00:18:46.080 --> 00:18:49.170 that it's very difficult to challenge those traditions 00:18:49.170 --> 00:18:51.070 and implement change in this area. 00:18:51.070 --> 00:18:54.000 That is so sort of conformed 00:18:54.000 --> 00:18:57.723 in our practices in the past that it's hard to break. 00:18:59.860 --> 00:19:01.420 - So what are some of those things 00:19:01.420 --> 00:19:04.180 that you would do differently or that we need to change 00:19:04.180 --> 00:19:05.980 in how we're thinking about grading? 00:19:06.860 --> 00:19:08.630 - Well, there are three things in particular 00:19:08.630 --> 00:19:09.540 that we need to do. 00:19:09.540 --> 00:19:13.550 Number one, we really need to do have educators sit down 00:19:13.550 --> 00:19:15.500 and establish the purpose. 00:19:15.500 --> 00:19:17.910 Why are we doing this in the first place? 00:19:17.910 --> 00:19:19.520 Researchers have asked that question 00:19:19.520 --> 00:19:22.200 in studies that they've conducted and find that 00:19:22.200 --> 00:19:23.460 we are all over the place 00:19:23.460 --> 00:19:25.570 and why are we're doing it in the first place? 00:19:25.570 --> 00:19:29.040 And that means that there's great diversity then, 00:19:29.040 --> 00:19:30.510 in policies and practices, 00:19:30.510 --> 00:19:33.080 because teachers believe they're 00:19:33.080 --> 00:19:35.150 doing it for different reasons. 00:19:35.150 --> 00:19:38.650 And then when we study parents or students and ask them 00:19:38.650 --> 00:19:41.660 their greatest concerns about fairness and grading, 00:19:41.660 --> 00:19:44.630 the number one problem that they always identify 00:19:44.630 --> 00:19:49.033 is the inconsistency among teachers in the same school. 00:19:50.170 --> 00:19:52.180 The only way to establish that consistency 00:19:52.180 --> 00:19:54.870 is to start by defining your purpose. 00:19:54.870 --> 00:19:57.820 And so it means that school leaders need to sit down 00:19:57.820 --> 00:20:01.890 with their faculty and really hash out these differences 00:20:01.890 --> 00:20:04.890 and come up with a consistent, purpose statement 00:20:04.890 --> 00:20:07.860 upon which we can all have consensus. 00:20:07.860 --> 00:20:09.870 And then we look at our policies and practices 00:20:09.870 --> 00:20:11.800 and see if it aligns with that purpose. 00:20:11.800 --> 00:20:13.220 Then second, 00:20:13.220 --> 00:20:16.970 we need to recognize that we combine 00:20:16.970 --> 00:20:20.030 all these diverse elements when we grade students. 00:20:20.030 --> 00:20:22.390 We've found that there are three different types 00:20:22.390 --> 00:20:25.590 of criteria that teachers use in grading students. 00:20:25.590 --> 00:20:30.590 So we've labeled those, product, process and progress. 00:20:30.741 --> 00:20:34.300 Product criteria are sort of common in administrations 00:20:34.300 --> 00:20:35.133 of learning. 00:20:35.133 --> 00:20:36.540 You don't worry about how they get there. 00:20:36.540 --> 00:20:38.160 You worry about what they've learned 00:20:38.160 --> 00:20:39.970 and what they're able to do. 00:20:39.970 --> 00:20:42.590 Process criteria are actually behaviors 00:20:42.590 --> 00:20:44.370 that enable learning. 00:20:44.370 --> 00:20:45.840 And so if you count homework, 00:20:45.840 --> 00:20:47.490 you're grading in terms of process. 00:20:47.490 --> 00:20:49.391 If you count class participation, 00:20:49.391 --> 00:20:51.360 if you count formative assessments, 00:20:51.360 --> 00:20:53.630 all of those are process criteria. 00:20:53.630 --> 00:20:55.320 And finally, we have progress. 00:20:55.320 --> 00:20:58.630 With progress, you don't worry so much about where they are, 00:20:58.630 --> 00:21:01.940 but how far they've come, how much improvement they've made. 00:21:01.940 --> 00:21:04.100 So it would be possible for a student 00:21:04.100 --> 00:21:05.240 to make excellent progress, 00:21:05.240 --> 00:21:08.640 but still be achieving below grade level. 00:21:08.640 --> 00:21:11.358 Now we know that all three of those are important. 00:21:11.358 --> 00:21:13.760 What gets us into trouble is when teachers 00:21:13.760 --> 00:21:16.570 combine all three into a single grade, 00:21:16.570 --> 00:21:19.830 because then, the grade is impossible to interpret. 00:21:19.830 --> 00:21:20.940 I mean, she got a high grade. 00:21:20.940 --> 00:21:21.822 What does that mean? 00:21:21.822 --> 00:21:24.290 Does it mean she learned everything well? 00:21:24.290 --> 00:21:25.440 Maybe. 00:21:25.440 --> 00:21:27.490 Maybe it just means she tried really hard. 00:21:27.490 --> 00:21:29.350 Or if you know where she started, 00:21:29.350 --> 00:21:31.730 she's come so far during this time. 00:21:31.730 --> 00:21:35.030 And so the second thing, is we need to move away 00:21:35.030 --> 00:21:39.060 from a single grade to multiple grades. 00:21:39.060 --> 00:21:40.860 We need to give students multiple grades 00:21:40.860 --> 00:21:42.760 to represent these different types of criteria. 00:21:42.760 --> 00:21:44.630 So they'll get an achievement grade 00:21:44.630 --> 00:21:46.550 and we can still use that for GPA 00:21:46.550 --> 00:21:48.710 and all the kind of things that are important, 00:21:48.710 --> 00:21:51.020 but maybe give a separate grade for homework 00:21:51.020 --> 00:21:53.650 or a separate grade for class participation. 00:21:53.650 --> 00:21:54.483 Now, 00:21:55.580 --> 00:21:57.940 although that sounds like a lot of extra work, 00:21:57.940 --> 00:22:00.000 what's amazing is if you go to other places 00:22:00.000 --> 00:22:03.050 around the world, if you go to Northern Europe 00:22:03.050 --> 00:22:07.179 and the Scandinavian countries, if you go to places in Asia, 00:22:07.179 --> 00:22:09.940 if you go to schools in Canada, 00:22:09.940 --> 00:22:11.440 they have done it for decades. 00:22:12.300 --> 00:22:14.860 We are one of the few developed nations in the world 00:22:14.860 --> 00:22:16.370 that persists in this idea of combining 00:22:16.370 --> 00:22:18.660 everything into a single grade. 00:22:18.660 --> 00:22:21.850 And when I ask the Canadians, with whom I worked about 00:22:21.850 --> 00:22:24.540 the extra work, they said, actually, it's easier 00:22:24.540 --> 00:22:27.240 than what you silly people do in the states. 00:22:27.240 --> 00:22:29.570 I mean, we collect the same information as you. 00:22:29.570 --> 00:22:32.120 We just don't worry about combining it at the end. 00:22:32.120 --> 00:22:35.280 So all those arguments you have about weighting things, 00:22:35.280 --> 00:22:37.050 we don't do it, we keep it separate. 00:22:37.050 --> 00:22:40.510 The teachers love it because they find it's so much easier 00:22:40.510 --> 00:22:42.820 to explain students' performance in the school 00:22:42.820 --> 00:22:45.250 when these things are separate, 00:22:45.250 --> 00:22:47.510 they find that kids pay a lot more attention 00:22:47.510 --> 00:22:50.130 to things like homework and class participation 00:22:50.130 --> 00:22:53.460 when it's not disguised in an overall sort of 00:22:53.460 --> 00:22:56.430 conglomerate grade, the parents like it, 'cause again, 00:22:56.430 --> 00:22:58.610 provided that promotes their kids. 00:22:58.610 --> 00:23:00.813 College and universities love it because all grades 00:23:00.813 --> 00:23:03.400 are carried over to the transcript. 00:23:03.400 --> 00:23:07.850 And so you get a bunch more interesting, much more, 00:23:07.850 --> 00:23:11.290 sort of complete picture of a stats performance in school. 00:23:11.290 --> 00:23:14.860 And third, what we wanna do is, we need to get down 00:23:14.860 --> 00:23:18.160 to fewer grade categories, we need in particular, 00:23:18.160 --> 00:23:20.140 get rid of the percentage grade system. 00:23:20.140 --> 00:23:24.050 It's just impossible for us to get any consistency in grades 00:23:24.050 --> 00:23:27.453 with 101 discrete categories of student performance. 00:23:28.310 --> 00:23:30.170 Just doesn't make sense. 00:23:30.170 --> 00:23:31.240 And I know a lot of people think, 00:23:31.240 --> 00:23:34.240 well, but it's giving you a fine discrimination, 00:23:34.240 --> 00:23:36.380 allows us to finely discriminate 00:23:36.380 --> 00:23:37.840 among students' performance. 00:23:37.840 --> 00:23:40.210 But what we have to understand is that's only true 00:23:40.210 --> 00:23:42.400 when you have direct measures. 00:23:42.400 --> 00:23:45.090 Direct measures are things like height or weight, 00:23:45.090 --> 00:23:46.940 where if I have a fine tuned scale, 00:23:46.940 --> 00:23:48.940 then I can measure it more precisely. 00:23:48.940 --> 00:23:52.480 But most of what we measure in school is indirect. 00:23:52.480 --> 00:23:55.380 And that means we give kids a series of tasks 00:23:55.380 --> 00:23:57.810 and a series of questions to answer. 00:23:57.810 --> 00:24:01.010 And then we infer, from their performance, 00:24:01.010 --> 00:24:03.950 what level of achievement that represents. 00:24:03.950 --> 00:24:05.080 So we move for indirect. 00:24:05.080 --> 00:24:07.010 And when you move to indirect measures, 00:24:07.010 --> 00:24:10.020 then 101 levels, just impossible to do 00:24:10.020 --> 00:24:12.300 in any meaningful way. 00:24:12.300 --> 00:24:14.060 The average amount of variation among teachers 00:24:14.060 --> 00:24:16.476 with a percentage grade system looking exactly the same 00:24:16.476 --> 00:24:20.043 (indistinct) of evidence, is 10 to 15 percentage points. 00:24:20.043 --> 00:24:21.598 No, and it's huge. 00:24:21.598 --> 00:24:23.520 And so-- - That's huge, yeah. 00:24:23.520 --> 00:24:24.353 - Yeah. 00:24:24.353 --> 00:24:26.690 To get consistency, we need to get down to a more, 00:24:26.690 --> 00:24:29.390 much more reasonable number of categories 00:24:29.390 --> 00:24:31.010 of student performance so we can defend 00:24:31.010 --> 00:24:33.170 and we can do much more consistency. 00:24:33.170 --> 00:24:35.680 So those three things, be clear about purpose, 00:24:35.680 --> 00:24:38.763 multiple grades, fewer categories of performance. 00:24:40.130 --> 00:24:40.963 - That makes sense. 00:24:40.963 --> 00:24:44.260 We have a question from Jorge Leo on Facebook that says, 00:24:44.260 --> 00:24:46.700 what are the assessment implications 00:24:46.700 --> 00:24:48.075 of this kind of grading? 00:24:48.075 --> 00:24:51.210 What does that reveal and what we should be doing 00:24:51.210 --> 00:24:53.325 in terms of assessment practices? 00:24:53.325 --> 00:24:56.430 - Well, it does imply that if you're going to 00:24:57.950 --> 00:25:01.160 actually evaluate or judge students' performance 00:25:01.160 --> 00:25:03.820 in these non-academic areas, 00:25:03.820 --> 00:25:06.520 that we have to have a clear rubric of what that means. 00:25:06.520 --> 00:25:09.510 If you choose collaboration, is one thing you want students 00:25:09.510 --> 00:25:12.850 to be able to develop, then number one, 00:25:12.850 --> 00:25:15.000 you're going to have to deal with the parent 00:25:15.000 --> 00:25:17.540 who comes to you and says, you gave my kid at two 00:25:17.540 --> 00:25:20.020 in collaboration, how can he get a four? 00:25:20.020 --> 00:25:21.270 And we need to be able to say, 00:25:21.270 --> 00:25:24.240 this is what level four collaboration looks like. 00:25:24.240 --> 00:25:26.570 This is what an example of level four collaboration 00:25:26.570 --> 00:25:30.330 would be, here is how I would distinguish between those. 00:25:30.330 --> 00:25:33.350 And when many schools are doing, is after the teachers 00:25:33.350 --> 00:25:36.950 determine among these sort of non-academic factors 00:25:36.950 --> 00:25:41.680 they're going to consider, that they turn the job 00:25:41.680 --> 00:25:44.390 of developing rubrics over to the students. 00:25:44.390 --> 00:25:47.580 And the students actually develop these rubrics 00:25:47.580 --> 00:25:49.640 where they say, okay, how could I show the teachers 00:25:49.640 --> 00:25:51.940 that I can be collaborative? 00:25:51.940 --> 00:25:54.060 How can I show the teacher that I'm responsible? 00:25:54.060 --> 00:25:57.570 How can I show the teacher that I accept responsibility 00:25:57.570 --> 00:26:01.720 and can be acting in a responsible way? 00:26:01.720 --> 00:26:06.020 And what we find is that they are tremendously talented 00:26:06.020 --> 00:26:07.490 in being able to define that, 00:26:07.490 --> 00:26:09.250 especially when the teachers give them some guidance 00:26:09.250 --> 00:26:10.590 and direction there. 00:26:10.590 --> 00:26:12.610 And so you make a really good point. 00:26:12.610 --> 00:26:15.930 We need to be able to specify that clearly, 00:26:15.930 --> 00:26:18.358 it's not something we can just make some judgment of 00:26:18.358 --> 00:26:21.180 and have it be out there, we need to be able to do that. 00:26:21.180 --> 00:26:23.240 Now, when it comes to these process elements, 00:26:23.240 --> 00:26:25.150 there are three different times. 00:26:25.150 --> 00:26:27.310 There is, first of all, 00:26:27.310 --> 00:26:28.800 what we call these learning enablers. 00:26:28.800 --> 00:26:30.200 That's what I described earlier. 00:26:30.200 --> 00:26:32.993 And that would include things like homework, 00:26:34.000 --> 00:26:38.140 class participation, effort, formative assessments in life. 00:26:38.140 --> 00:26:40.670 A third area, or a second area is what we call 00:26:40.670 --> 00:26:43.780 the social and emotional learning skills that would include 00:26:43.780 --> 00:26:47.963 things like grit, perseverance, growth mindset, 00:26:49.496 --> 00:26:51.510 all these kind of things that we associate 00:26:51.510 --> 00:26:53.050 with social-emotional learning. 00:26:53.050 --> 00:26:54.050 And here's the third area. 00:26:54.050 --> 00:26:56.460 The third area is just compliance. 00:26:56.460 --> 00:26:59.970 The compliance is, did you do what I told you you had to do? 00:26:59.970 --> 00:27:02.760 Now, again, we don't know at this time 00:27:02.760 --> 00:27:05.890 among those, what's most important for students. 00:27:05.890 --> 00:27:07.350 We're just starting to study that now. 00:27:07.350 --> 00:27:08.640 A new center has been established 00:27:08.640 --> 00:27:11.000 at the University of Chicago to look into this, 00:27:11.000 --> 00:27:12.850 Harvard University has established a center 00:27:12.850 --> 00:27:15.180 to look into social-emotional learning skills. 00:27:15.180 --> 00:27:18.000 We do know this, you can't do it all. 00:27:18.000 --> 00:27:20.970 And so that means the faculty again, has to sit down 00:27:20.970 --> 00:27:22.980 and decide their priorities. 00:27:22.980 --> 00:27:26.630 And among those things, what they consider most important, 00:27:26.630 --> 00:27:29.530 then you have to develop meaningful rubrics for it. 00:27:29.530 --> 00:27:31.460 You have to be able to communicate that rubric 00:27:31.460 --> 00:27:34.560 to all the stakeholders, parents and students in particular, 00:27:34.560 --> 00:27:37.150 and then, make sure that you include that 00:27:37.150 --> 00:27:39.060 on your report card in a meaningful way. 00:27:39.060 --> 00:27:40.283 And in your purpose statement 00:27:40.283 --> 00:27:44.937 that you're going to report those things separately. 00:27:44.937 --> 00:27:47.400 - That absolutely makes sense. 00:27:47.400 --> 00:27:49.710 In terms of thinking about all of the pieces 00:27:49.710 --> 00:27:52.000 that need to fall into place. 00:27:52.000 --> 00:27:54.400 We are already almost at time. 00:27:54.400 --> 00:27:59.350 I wanna do, make the circle back to mastery learning. 00:27:59.350 --> 00:28:01.890 I know you've also have a book, 00:28:01.890 --> 00:28:05.830 Implementing Mastery Learning and what that looks like. 00:28:05.830 --> 00:28:09.150 How do these grading practices and mastery learning 00:28:09.150 --> 00:28:14.130 all come together to make that implementation 00:28:14.130 --> 00:28:17.603 of mastery learning happen through these grading practices? 00:28:18.640 --> 00:28:20.030 - Well, it's certainly true. 00:28:20.030 --> 00:28:22.550 This new version of our book 00:28:22.550 --> 00:28:23.934 on Implementing Mastery Learning 00:28:23.934 --> 00:28:26.940 is actually a third edition. 00:28:26.940 --> 00:28:29.460 It was my very first book and Benjamin Bloom 00:28:29.460 --> 00:28:32.940 actually wrote the initial foreword to the book. 00:28:32.940 --> 00:28:37.310 And so we're taking those ideas and adapting them now 00:28:37.310 --> 00:28:42.130 to a 21st century format. 00:28:42.130 --> 00:28:44.040 And one of the things we talk about in the book 00:28:44.040 --> 00:28:46.630 is the use of technology within mastery learning, 00:28:46.630 --> 00:28:50.340 especially as a sort of instructional vice, 00:28:50.340 --> 00:28:52.950 when you have a, sort of flip classroom 00:28:52.950 --> 00:28:55.080 or especially in corrective activities 00:28:55.080 --> 00:28:57.370 where teachers have tried their best 00:28:57.370 --> 00:28:59.730 to teach particular concept and skills in one way, 00:28:59.730 --> 00:29:01.420 they need other options. 00:29:01.420 --> 00:29:04.010 And the availability of instructional alternatives 00:29:04.010 --> 00:29:07.500 through technology now is so wonderful and so broad 00:29:07.500 --> 00:29:10.060 that it gives teachers much more latitude 00:29:10.060 --> 00:29:12.600 and much more flexibility in what they can provide 00:29:12.600 --> 00:29:13.433 for students. 00:29:13.433 --> 00:29:16.370 So it's trying to interpret that in the modern context, 00:29:16.370 --> 00:29:18.310 in which teachers are now working, 00:29:18.310 --> 00:29:20.840 and be able to use these new tools that we have 00:29:20.840 --> 00:29:22.610 in good and productive ways. 00:29:22.610 --> 00:29:26.060 So we're hoping that this book will allow teachers 00:29:26.060 --> 00:29:29.495 to take those ideas of all students 00:29:29.495 --> 00:29:30.822 (indistinct) excellently. 00:29:30.822 --> 00:29:33.170 The practical ways of accomplishing that, 00:29:33.170 --> 00:29:37.730 as Benjamin Bloom described, interpreted in a modern context 00:29:37.730 --> 00:29:41.140 and in giving them lots of ideas and examples 00:29:41.140 --> 00:29:43.880 from what successful teachers who are using mastery learning 00:29:43.880 --> 00:29:46.910 have found to work pretty well for them. 00:29:46.910 --> 00:29:47.743 - That sounds great. 00:29:47.743 --> 00:29:51.000 We definitely, not surprisingly, feel like technology 00:29:51.000 --> 00:29:55.630 can help teachers scale the kinds of practices 00:29:55.630 --> 00:29:58.380 around mastery learning that, where it's difficult 00:29:58.380 --> 00:30:01.440 even for one teacher in a classroom of 30 to do, 00:30:01.440 --> 00:30:04.800 and that technology can be a tool to help them 00:30:04.800 --> 00:30:07.980 scale some of these ideas to their classroom sizes. 00:30:07.980 --> 00:30:11.110 So I look forward to reading more. 00:30:11.110 --> 00:30:13.370 - Yeah, absolutely true Kristen. 00:30:13.370 --> 00:30:14.783 In fact, that's, I think, one of the things 00:30:14.783 --> 00:30:19.215 that all educators have learned through the pandemic, 00:30:19.215 --> 00:30:23.200 is that, if you were unwilling to consider 00:30:23.200 --> 00:30:26.650 the viability of technology before, now it's a must. 00:30:26.650 --> 00:30:29.120 And what that did is it opened the door 00:30:29.120 --> 00:30:31.420 to all kind of different possibilities. 00:30:31.420 --> 00:30:33.640 It certainly increased the demand 00:30:33.640 --> 00:30:35.270 for those kind of services, 00:30:35.270 --> 00:30:38.470 but I think it made educators more sophisticated 00:30:38.470 --> 00:30:40.493 in determining quality of those as well. 00:30:41.340 --> 00:30:43.560 There's a lot out there on the internet 00:30:43.560 --> 00:30:45.350 that is not very good. 00:30:45.350 --> 00:30:46.950 And to be able to distinguish those 00:30:46.950 --> 00:30:48.810 in terms of the quality programs. 00:30:48.810 --> 00:30:51.412 And I think that's the other thing that, I mean, 00:30:51.412 --> 00:30:53.710 I don't mean to be an advertisement for the Khan Academy, 00:30:53.710 --> 00:30:56.420 but I think you have done a really good job 00:30:56.420 --> 00:30:58.920 of looking at equality control for these things 00:30:58.920 --> 00:31:02.520 and really trying to ensure, through various devices, 00:31:02.520 --> 00:31:04.990 that the kind of things that you put out there 00:31:04.990 --> 00:31:06.280 are things that are going to help students 00:31:06.280 --> 00:31:07.860 in ways that are meaningful to them. 00:31:07.860 --> 00:31:10.160 I think that's a tremendous, tremendous asset. 00:31:11.230 --> 00:31:12.063 - Yeah. 00:31:12.063 --> 00:31:14.230 That is fundamentally what we are about. 00:31:14.230 --> 00:31:18.380 It is already past time for us to close up. 00:31:18.380 --> 00:31:21.320 Thank you so much for joining us today and for sharing 00:31:21.320 --> 00:31:23.810 your views about mastery learning and grading 00:31:23.810 --> 00:31:25.363 with the audience today. 00:31:27.100 --> 00:31:29.150 - Kristen, it's been my pleasure to be with you. 00:31:29.150 --> 00:31:30.760 Thank you for this wonderful honor. 00:31:30.760 --> 00:31:31.730 I do appreciate it. 00:31:31.730 --> 00:31:35.005 And I hope that we'll have other conversations again. 00:31:35.005 --> 00:31:36.170 - Absolutely. 00:31:36.170 --> 00:31:38.360 And thanks to all of you listening for joining us. 00:31:38.360 --> 00:31:39.810 Do stay tuned tomorrow. 00:31:39.810 --> 00:31:44.420 We have Chase Nordengren who will be joining us 00:31:44.420 --> 00:31:48.550 from NWEA to talk about goal setting, motivation 00:31:48.550 --> 00:31:52.070 and how to start and reset learning routines, 00:31:52.070 --> 00:31:55.180 which are good things to think about as we head into summer. 00:31:55.180 --> 00:31:57.280 Thank you all and we'll see you next time.

Humans and ecosystems: how do vultures provide ecosystem services?

https://www.youtube.com/watch?v=bT_2MyIRsas

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https://www.youtube.com/api/timedtext?v=bT_2MyIRsas&ei=tFWUZY2bJvilvdIPgKWe6As&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245284&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=B621B7191D1F5F0FB4EA07CAA1D4D8F874A20A96.95A2FEC0F7B4EA82B12B70F5B585E64E7C3ABCC8&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.740 --> 00:00:04.140 - [Instructor] Can you imagine eating bones for breakfast? 00:00:04.140 --> 00:00:07.110 It sounds crunchy and pretty gross, 00:00:07.110 --> 00:00:10.350 but that's exactly what the lammergeier eats. 00:00:10.350 --> 00:00:12.300 The lammergeier is a scavenger, 00:00:12.300 --> 00:00:14.580 which means it eats the decaying flush 00:00:14.580 --> 00:00:16.860 and bones of dead animals. 00:00:16.860 --> 00:00:20.990 Rotting animal carcasses can be full of harmful substances, 00:00:20.990 --> 00:00:24.100 including toxins produced by bacteria. 00:00:24.100 --> 00:00:28.150 These toxins can cause serious health issues in humans. 00:00:28.150 --> 00:00:30.910 However, the vultures have evolved an incredibly 00:00:30.910 --> 00:00:33.440 acidic digestive system, allowing them 00:00:33.440 --> 00:00:36.780 to eat deceased carcasses without becoming sick. 00:00:36.780 --> 00:00:39.520 The lammergeier's stomach acid is so acidic 00:00:39.520 --> 00:00:43.830 that it can digest most bones in about 24 hours. 00:00:43.830 --> 00:00:46.950 Vultures are essential to keeping our ecosystems 00:00:46.950 --> 00:00:50.400 and us healthy by getting rid of harmful substances 00:00:50.400 --> 00:00:53.740 that could contaminate soil, water or food. 00:00:53.740 --> 00:00:55.810 Carcass cleanup by vultures is something 00:00:55.810 --> 00:00:58.640 we call an ecosystem service, which is a way 00:00:58.640 --> 00:01:02.090 that we humans benefit from ecosystems. 00:01:02.090 --> 00:01:05.200 There are many different kinds of ecosystem services, 00:01:05.200 --> 00:01:08.090 which can be sorted into four categories. 00:01:08.090 --> 00:01:11.470 First, we have provisional ecosystem services, 00:01:11.470 --> 00:01:14.550 which are the resources that are provided by nature 00:01:14.550 --> 00:01:18.680 that we can use or eat, like fruits, vegetables\ and fish. 00:01:18.680 --> 00:01:21.480 Provisional ecosystem services also include 00:01:21.480 --> 00:01:24.750 clean drinking water, timber, oils, 00:01:24.750 --> 00:01:28.300 some medicines and natural energy sources. 00:01:28.300 --> 00:01:31.770 We also have regulating ecosystem services, 00:01:31.770 --> 00:01:33.860 which are all the processes that help 00:01:33.860 --> 00:01:36.820 keep ecosystems healthy and functional. 00:01:36.820 --> 00:01:40.460 These include bacteria and invertebrates decomposing 00:01:40.460 --> 00:01:43.810 or breaking down waste, bees and hummingbirds 00:01:43.810 --> 00:01:46.405 pollinating all kinds of plants and trees 00:01:46.405 --> 00:01:49.070 and other plants holding soil together 00:01:49.070 --> 00:01:50.570 with their root systems to help 00:01:50.570 --> 00:01:53.870 with flood control and to stop soil erosion, 00:01:53.870 --> 00:01:57.040 and, of course, regulating ecosystem services 00:01:57.040 --> 00:01:59.700 also include our friends, the vultures, 00:01:59.700 --> 00:02:03.440 who help with carcass removal and disease control. 00:02:03.440 --> 00:02:04.970 Ecosystems wouldn't work 00:02:04.970 --> 00:02:07.870 without supporting ecosystem services. 00:02:07.870 --> 00:02:10.330 These are the underlying natural processes 00:02:10.330 --> 00:02:12.300 that are the foundation of ecosystems 00:02:12.300 --> 00:02:15.290 and without them, we wouldn't be able to breathe air, 00:02:15.290 --> 00:02:17.750 drink clean water or grow food. 00:02:17.750 --> 00:02:20.210 Take photosynthesis for example. 00:02:20.210 --> 00:02:21.980 When plants use sunlight, water 00:02:21.980 --> 00:02:25.030 and carbon dioxide to make sugars and oxygen. 00:02:25.030 --> 00:02:28.120 Without photosynthesis, we wouldn't have enough oxygen 00:02:28.120 --> 00:02:30.500 in our atmosphere to breathe, and we wouldn't 00:02:30.500 --> 00:02:32.010 have all the foods that we get 00:02:32.010 --> 00:02:35.270 from plants, like fruits, seeds, and nuts. 00:02:35.270 --> 00:02:37.520 Other supporting ecosystem services include 00:02:37.520 --> 00:02:40.100 the water cycle, the nutrient cycle 00:02:40.100 --> 00:02:43.490 and even soil formation and finally, 00:02:43.490 --> 00:02:46.570 we also have cultural ecosystem services. 00:02:46.570 --> 00:02:50.030 Have you ever visited or seen photos of the Grand Canyon, 00:02:50.030 --> 00:02:53.880 the Redwoods in California or Yellowstone National Park? 00:02:53.880 --> 00:02:56.350 These are incredible landscapes that provide 00:02:56.350 --> 00:02:59.240 a lot of meaning and inspiration to us. 00:02:59.240 --> 00:03:00.730 Think about the art and music 00:03:00.730 --> 00:03:03.240 that gets made about different ecosystems. 00:03:03.240 --> 00:03:04.957 Maybe you've heard Dolly Parton's 00:03:04.957 --> 00:03:07.080 "My Tennessee Mountain Home." 00:03:07.080 --> 00:03:08.560 She couldn't have written that song 00:03:08.560 --> 00:03:10.990 about any other part of the country. 00:03:10.990 --> 00:03:14.350 You might have hobbies that you enjoy doing outside too. 00:03:14.350 --> 00:03:17.220 For me, I love bird-watching and learning 00:03:17.220 --> 00:03:19.030 about all of the different bird species 00:03:19.030 --> 00:03:20.980 that I can see where I live, 00:03:20.980 --> 00:03:23.770 and that's a cultural ecosystem service. 00:03:23.770 --> 00:03:26.960 Plus, ecosystems have religious, spiritual 00:03:26.960 --> 00:03:30.260 and historical value for diverse groups of people. 00:03:30.260 --> 00:03:33.670 For example, American-Indian tribes have deep ancestral 00:03:33.670 --> 00:03:37.660 and spiritual connections to many North-American ecosystems. 00:03:37.660 --> 00:03:40.800 So ecosystems also play an important role 00:03:40.800 --> 00:03:42.980 in maintaining the richness and diversity 00:03:42.980 --> 00:03:46.083 of people's cultures and societies of our world, 00:03:46.930 --> 00:03:51.400 but a loss of biodiversity can make ecosystems less healthy, 00:03:51.400 --> 00:03:54.060 which makes it harder for us to get the resources 00:03:54.060 --> 00:03:57.000 and ecosystem services we rely on. 00:03:57.000 --> 00:04:00.530 Vultures might be able to eat all kinds of nasty toxins, 00:04:00.530 --> 00:04:04.270 but they can get sick and die from human-made chemicals. 00:04:04.270 --> 00:04:08.500 For example, diclofenac, a common veterinary drug 00:04:08.500 --> 00:04:11.900 used to treat cattle, will unfortunately kill vultures 00:04:11.900 --> 00:04:14.240 if they eat it from a cow carcass. 00:04:14.240 --> 00:04:17.310 Vulture populations have declined by 95% 00:04:17.310 --> 00:04:19.680 in parts of the world, and that's caused 00:04:19.680 --> 00:04:22.490 some pretty big problems in ecosystems. 00:04:22.490 --> 00:04:25.630 With fewer vultures around to clean up carcasses, 00:04:25.630 --> 00:04:29.210 diseases can quickly spread, and bacteria from the carcasses 00:04:29.210 --> 00:04:32.450 can contaminate surrounding soil and water. 00:04:32.450 --> 00:04:35.160 In turn, people can get very sick when vultures 00:04:35.160 --> 00:04:36.920 and others scavengers aren't around 00:04:36.920 --> 00:04:38.900 to keep the ecosystem healthy. 00:04:38.900 --> 00:04:42.990 So the next time you see a vulture gliding through the sky, 00:04:42.990 --> 00:04:45.880 take a moment to think about how that species is helping 00:04:45.880 --> 00:04:49.130 to keep the ecosystem clean and healthy for all. 00:04:49.130 --> 00:04:52.090 Through cleaning up carcasses and eating bones, 00:04:52.090 --> 00:04:54.640 vultures play an important role conserving the health 00:04:54.640 --> 00:04:58.823 of our ecosystems by transforming death and decay into life.

Biodiversity and ecosystem health: a Hawaiian Islands case study

https://www.youtube.com/watch?v=bmiVVgF9Hjw

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WEBVTT Kind: captions Language: en 00:00:00.432 --> 00:00:03.350 (waves splashing) 00:00:03.350 --> 00:00:04.650 - [Narrator] When you think of islands, 00:00:04.650 --> 00:00:07.790 you might think of pristine beaches and palm trees 00:00:07.790 --> 00:00:10.810 gently swing along with a warm breeze. 00:00:10.810 --> 00:00:12.380 Sounds like paradise. 00:00:12.380 --> 00:00:13.800 And as a scientist, 00:00:13.800 --> 00:00:16.810 islands are my kind of place for research. 00:00:16.810 --> 00:00:18.510 Islands are very beautiful 00:00:18.510 --> 00:00:21.200 and they also have a lot of biodiversity. 00:00:21.200 --> 00:00:23.040 Biodiversity can be described 00:00:23.040 --> 00:00:26.330 as the variety of species in an ecosystem. 00:00:26.330 --> 00:00:30.150 Now, some ecosystems have higher biodiversity than others, 00:00:30.150 --> 00:00:32.380 but all ecosystems have a variety 00:00:32.380 --> 00:00:34.760 of species that interact in specific ways 00:00:34.760 --> 00:00:36.200 with one another. 00:00:36.200 --> 00:00:38.290 Islands have such a variety of species 00:00:38.290 --> 00:00:41.730 that they're often called biodiversity hotspots. 00:00:41.730 --> 00:00:44.330 They're home to so many diverse species, 00:00:44.330 --> 00:00:46.750 much more so than the continents. 00:00:46.750 --> 00:00:49.710 There are nearly half a million islands around the world, 00:00:49.710 --> 00:00:53.450 but they only make up about 5% of the Earth's land area. 00:00:53.450 --> 00:00:57.150 Yet, islands are home to 20% of the world's plant species 00:00:57.150 --> 00:01:01.810 and 15% of all mammal, bird and amphibian species. 00:01:01.810 --> 00:01:04.640 Many of these island species can only be found 00:01:04.640 --> 00:01:08.020 on one island or within a group of islands. 00:01:08.020 --> 00:01:11.320 For example, you can only find the 'i'iwi, 00:01:11.320 --> 00:01:13.890 a honeycreeper bird species, in the main Hawaiian islands 00:01:13.890 --> 00:01:15.759 in the North Pacific Ocean. 00:01:15.759 --> 00:01:19.120 (birds chirping) 00:01:19.120 --> 00:01:21.770 The 'i'iwi are important pollinator species 00:01:21.770 --> 00:01:24.157 for Hawaiian plants, including the 'opelu 00:01:24.157 --> 00:01:25.680 and and the 'ohi'a. 00:01:25.680 --> 00:01:28.780 Pollination is an essential part of plant reproduction 00:01:28.780 --> 00:01:32.060 allowing plants to produce their fruits and seeds. 00:01:32.060 --> 00:01:35.640 While the 'i'iwi feeds on the sweet nectar of these plants, 00:01:35.640 --> 00:01:38.470 this bird also helps to support the next generation 00:01:38.470 --> 00:01:40.700 of 'opelu and 'ohi'a. 00:01:40.700 --> 00:01:42.500 These and other types of interactions 00:01:42.500 --> 00:01:44.000 are happening all the time 00:01:44.000 --> 00:01:46.340 between species in an ecosystem. 00:01:46.340 --> 00:01:49.430 You can think of biodiversity as a sort of safety net, 00:01:49.430 --> 00:01:51.450 with each species as a knot, 00:01:51.450 --> 00:01:54.620 and the ropes between knots as their interactions. 00:01:54.620 --> 00:01:57.330 The diversity of species and their interactions, 00:01:57.330 --> 00:01:58.950 hold the net together 00:01:58.950 --> 00:02:01.450 allowing the ecosystem to function. 00:02:01.450 --> 00:02:05.640 Plus, the relationships between species are often unique. 00:02:05.640 --> 00:02:09.160 For example, the 'i'iwi has a special curved bill, 00:02:09.160 --> 00:02:11.210 and it's evolved to feed on the nectar 00:02:11.210 --> 00:02:14.540 of very specific flowers that are similarly curved. 00:02:14.540 --> 00:02:16.020 Like the 'opelu. 00:02:16.020 --> 00:02:18.040 Now, even though the 'i'iwi 00:02:18.040 --> 00:02:21.420 is highly adapted to its environment, if something happens 00:02:21.420 --> 00:02:25.160 to the 'opelu or 'ohi'a and the plants start to decline, 00:02:25.160 --> 00:02:27.882 it can spell disaster for the 'i'iwi. 00:02:27.882 --> 00:02:30.310 When an ecosystem changes so much 00:02:30.310 --> 00:02:32.760 that a species can no longer survive? 00:02:32.760 --> 00:02:35.820 That species may become extinct or die out, 00:02:35.820 --> 00:02:38.440 causing biodiversity to decrease. 00:02:38.440 --> 00:02:41.550 And unfortunately, many of Hawaii's honeycreepers 00:02:41.550 --> 00:02:45.150 and overall biodiversity have been lost through extinction. 00:02:45.150 --> 00:02:48.120 In the past, there were at least 20 other species 00:02:48.120 --> 00:02:50.630 of honeycreeper found across Hawaii, 00:02:50.630 --> 00:02:53.470 but many of them have become extinct over time. 00:02:53.470 --> 00:02:56.090 If we return to our analogy of biodiversity 00:02:56.090 --> 00:02:57.280 as a safety net? 00:02:57.280 --> 00:02:59.290 Whenever a species goes extinct 00:02:59.290 --> 00:03:01.000 it's like a knot becomes undone 00:03:01.000 --> 00:03:03.700 and parts of the net start to fall apart. 00:03:03.700 --> 00:03:05.500 A decrease in biodiversity 00:03:05.500 --> 00:03:07.810 is often a result of human activities 00:03:07.810 --> 00:03:11.090 which is especially clear in the Hawaiian Islands. 00:03:11.090 --> 00:03:14.210 In the last few hundred years, agriculture, grazing, 00:03:14.210 --> 00:03:16.890 logging and development have taken almost half 00:03:16.890 --> 00:03:18.690 of Hawaii's forest cover. 00:03:18.690 --> 00:03:22.070 And along with it, a big part of its biodiversity. 00:03:22.070 --> 00:03:25.090 Humans have also brought non-native animals like rats 00:03:25.090 --> 00:03:26.960 and feral pigs to Hawaii, 00:03:26.960 --> 00:03:29.910 which have changed or destroyed native habitats. 00:03:29.910 --> 00:03:32.210 Plus, new diseases and climate change 00:03:32.210 --> 00:03:35.370 have led to the extinction of many Hawaiian species. 00:03:35.370 --> 00:03:37.960 When an ecosystem loses biodiversity, 00:03:37.960 --> 00:03:40.030 it doesn't function as well. 00:03:40.030 --> 00:03:43.080 If 'ohi'a starts to disappear from Hawaiian forests? 00:03:43.080 --> 00:03:44.440 It's not just the 'i'iwi 00:03:44.440 --> 00:03:46.770 that loses an important food source, 00:03:46.770 --> 00:03:48.770 but the entire ecosystem is affected. 00:03:48.770 --> 00:03:51.200 In fact, scientists often look 00:03:51.200 --> 00:03:53.970 at how complete an ecosystem's biodiversity is 00:03:53.970 --> 00:03:56.780 in order to measure the ecosystem's health. 00:03:56.780 --> 00:03:58.970 The safety net of biodiversity is supported 00:03:58.970 --> 00:04:00.970 by having lots of different species, 00:04:00.970 --> 00:04:02.690 which allows the ecosystem to cope 00:04:02.690 --> 00:04:06.480 with natural disasters like drought, storms and disease. 00:04:06.480 --> 00:04:09.260 With more biodiversity, ecosystems are stronger 00:04:09.260 --> 00:04:12.300 and more resilient so they can recover quickly. 00:04:12.300 --> 00:04:14.230 But, with less biodiversity, 00:04:14.230 --> 00:04:16.780 ecosystems become more vulnerable. 00:04:16.780 --> 00:04:20.257 I told you a lot about how Hawaii is losing biodiversity, 00:04:20.257 --> 00:04:23.110 however, there is cause for some hope. 00:04:23.110 --> 00:04:26.860 The nene, or Hawaiian goose, nearly went extinct. 00:04:26.860 --> 00:04:30.210 There were less than 30 birds in the wild 50 years ago. 00:04:30.210 --> 00:04:32.780 Now, thanks to lots of conservation work 00:04:32.780 --> 00:04:34.890 to improve the habitat for those species, 00:04:34.890 --> 00:04:38.750 there are over 3,000 nene throughout the islands. 00:04:38.750 --> 00:04:42.020 We humans are part of earth's biodiversity too. 00:04:42.020 --> 00:04:44.810 We are components of the ecosystems we touch. 00:04:44.810 --> 00:04:47.389 So if we have the power to hurt these ecosystems, 00:04:47.389 --> 00:04:50.364 we have the power to protect and heal them too. 00:04:50.364 --> 00:04:51.197 Aloha.

Ecosystem dynamics: Clark’s nutcrackers and the white bark pine

https://www.youtube.com/watch?v=DopEBa4nYgA

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WEBVTT Kind: captions Language: en 00:00:00.250 --> 00:00:03.160 (bird caws) 00:00:03.160 --> 00:00:05.110 - [Instructor] What's that? That sound? 00:00:05.999 --> 00:00:07.270 (bird caws) 00:00:07.270 --> 00:00:09.810 That call sounds like something a crow would make, 00:00:09.810 --> 00:00:11.690 but not quite. 00:00:11.690 --> 00:00:14.330 That's actually the call of a really interesting bird 00:00:14.330 --> 00:00:16.210 called Clark's nutcracker. 00:00:16.210 --> 00:00:18.760 These birds are cousins of the American crow, 00:00:18.760 --> 00:00:21.630 which you might see and hear around where you live, 00:00:21.630 --> 00:00:23.890 except that the Clark's nutcrackers like to live 00:00:23.890 --> 00:00:26.570 up in the mountains in alpine ecosystems 00:00:26.570 --> 00:00:28.360 in the Western United States, 00:00:28.360 --> 00:00:31.160 where the winters are pretty harsh with lots of snow 00:00:31.160 --> 00:00:34.570 and there are lots of evergreen trees, like pine trees, 00:00:34.570 --> 00:00:37.330 which keep their leaves all throughout the year. 00:00:37.330 --> 00:00:39.730 But what would this bird possibly eat 00:00:39.730 --> 00:00:41.640 in this kind of ecosystem? 00:00:41.640 --> 00:00:43.940 I'll give you a hint. It's in the bird's name. 00:00:44.860 --> 00:00:48.020 Turns out that Clark's nutcrackers love eating seeds, 00:00:48.020 --> 00:00:49.610 and not just any seeds, 00:00:49.610 --> 00:00:52.560 but mainly the seeds of pine trees, like this one, 00:00:52.560 --> 00:00:54.040 the whitebark pine. 00:00:54.040 --> 00:00:56.190 And it's actually good for the trees 00:00:56.190 --> 00:00:58.350 that nutcrackers eat those seeds. 00:00:58.350 --> 00:01:00.020 Wait. What? 00:01:00.020 --> 00:01:02.410 Let's take a look at the whitebark pine. 00:01:02.410 --> 00:01:05.630 These trees have cones, which hold their seeds. 00:01:05.630 --> 00:01:08.160 Other pine-tree species have cones that will open 00:01:08.160 --> 00:01:09.624 when the temperature is warm enough 00:01:09.624 --> 00:01:11.850 or if the air is especially dry 00:01:11.850 --> 00:01:14.432 or when the cone is exposed to fire, 00:01:14.432 --> 00:01:16.320 but for the whitebark pine, 00:01:16.320 --> 00:01:18.590 their cones don't open on their own. 00:01:18.590 --> 00:01:21.910 Instead, the cones have to be pried open, 00:01:21.910 --> 00:01:24.230 and the Clark's nutcracker that does this 00:01:24.230 --> 00:01:26.400 as it looks for seeds to eat. 00:01:26.400 --> 00:01:29.030 But the nutcracker doesn't just eat the seeds. 00:01:29.030 --> 00:01:32.690 It stores them in what's called a cache, or a safe place, 00:01:32.690 --> 00:01:35.040 where they store the seeds to eat them later. 00:01:35.040 --> 00:01:38.080 Remember, these birds live in an alpine ecosystem, 00:01:38.080 --> 00:01:40.140 where the spring and summer are pretty warm 00:01:40.140 --> 00:01:41.600 and there's lots to eat, 00:01:41.600 --> 00:01:45.460 but the winters are cold and long with very little to eat. 00:01:45.460 --> 00:01:48.180 So the nutcrackers have to stock up. 00:01:48.180 --> 00:01:52.350 In fact, the nutcrackers will cache up to 100,000 seeds 00:01:52.350 --> 00:01:53.750 in a single year. 00:01:53.750 --> 00:01:56.560 I can't remember where I put my phone half the time. 00:01:56.560 --> 00:01:59.580 But the nutcrackers don't retrieve all of these seeds. 00:01:59.580 --> 00:02:02.430 Many of the caches won't be used by the nutcrackers, 00:02:02.430 --> 00:02:06.220 so those seed germinate and grow into new whitebark pines, 00:02:06.220 --> 00:02:07.993 and the cycle continues. 00:02:09.070 --> 00:02:11.090 Nutcrackers rely on whitebark pines 00:02:11.090 --> 00:02:12.410 as an important food source, 00:02:12.410 --> 00:02:14.530 and the whitebark pines rely on nutcrackers 00:02:14.530 --> 00:02:15.910 to plant their seeds. 00:02:15.910 --> 00:02:19.730 And on top of that, more than 100 other alpine species 00:02:19.730 --> 00:02:22.280 of plants and animals benefit from that relationship 00:02:22.280 --> 00:02:25.180 between the Clark's nutcracker and the whitebark pine. 00:02:25.180 --> 00:02:28.450 For example, Douglas squirrels will also eat seeds 00:02:28.450 --> 00:02:31.320 from whitebark pine cones and mountain bluebirds 00:02:31.320 --> 00:02:34.430 and northern flickers may nest in the whitebark pine, too. 00:02:34.430 --> 00:02:36.470 When you look at it, all of these interactions 00:02:36.470 --> 00:02:39.620 that occur in this all pine ecosystem are like a web. 00:02:39.620 --> 00:02:42.700 Each population interacts with many other populations, 00:02:42.700 --> 00:02:44.480 and each population is affected 00:02:44.480 --> 00:02:46.730 by non-living parts of the environment 00:02:46.730 --> 00:02:48.750 like temperature and snowfall. 00:02:48.750 --> 00:02:51.850 So a change in any one part of an ecosystem 00:02:51.850 --> 00:02:55.490 can lead to changes in many of the ecosystem's populations. 00:02:55.490 --> 00:02:58.420 For example, if something happens to the nutcrackers 00:02:58.420 --> 00:03:00.920 and their population starts to decline, 00:03:00.920 --> 00:03:03.100 that could cause some big problems for the pines 00:03:03.100 --> 00:03:05.590 that need these birds to plant their seeds. 00:03:05.590 --> 00:03:08.910 In turn, if the whitebark pine starts to decline, too, 00:03:08.910 --> 00:03:10.270 that can have negative impacts 00:03:10.270 --> 00:03:12.700 on all the other species that rely on this tree, 00:03:12.700 --> 00:03:15.540 like squirrels, bluebirds, and flickers. 00:03:15.540 --> 00:03:17.930 Even though it seems like a perfect relationship 00:03:17.930 --> 00:03:21.710 between the nutcracker and the pine in the alpine ecosystem, 00:03:21.710 --> 00:03:23.500 every ecosystem is dynamic, 00:03:23.500 --> 00:03:25.480 meaning that parts of the ecosystem, 00:03:25.480 --> 00:03:27.405 both living and non-living, 00:03:27.405 --> 00:03:30.560 can and probably will change over time. 00:03:30.560 --> 00:03:33.940 Sometimes, ecosystems might experience a negative change, 00:03:33.940 --> 00:03:35.280 like a disruption. 00:03:35.280 --> 00:03:38.100 Maybe it's a particularly harsh and cold spring, 00:03:38.100 --> 00:03:40.250 and there aren't as many cones and seeds 00:03:40.250 --> 00:03:42.280 for the nutcrackers to cache. 00:03:42.280 --> 00:03:44.160 Changes like that can make it harder 00:03:44.160 --> 00:03:47.690 for individual nutcrackers to survive and raise chicks, 00:03:47.690 --> 00:03:51.120 which can cause nutcracker populations to get smaller. 00:03:51.120 --> 00:03:53.330 But on the other hand, other types of changes 00:03:53.330 --> 00:03:55.790 can help individuals in a population. 00:03:55.790 --> 00:03:56.623 For example, 00:03:56.623 --> 00:03:59.820 if the ecosystem experienced a particularly warm spring 00:03:59.820 --> 00:04:03.550 after a wet winter, there would be lots of available food. 00:04:03.550 --> 00:04:06.120 These types of changes can cause more individuals 00:04:06.120 --> 00:04:10.500 to survive, have offspring, and increase their population. 00:04:10.500 --> 00:04:12.690 Clark's nutcrackers and their relationship 00:04:12.690 --> 00:04:15.330 to the hard-to-open cones of the whitebark pine 00:04:15.330 --> 00:04:18.020 are just one example of the kind of relationships 00:04:18.020 --> 00:04:20.090 that drive many different ecosystems. 00:04:20.090 --> 00:04:22.750 Just like how a decrease in nutcracker populations 00:04:22.750 --> 00:04:24.597 could cause problems for the whitebark pine 00:04:24.597 --> 00:04:26.824 and other species in the ecosystem, 00:04:26.824 --> 00:04:29.850 a change to one species in any ecosystem 00:04:29.850 --> 00:04:33.260 can impact a whole web of interconnected organisms. 00:04:33.260 --> 00:04:36.790 So next time you're outside and hear the call of a bird, 00:04:36.790 --> 00:04:39.410 think about all of the interactions that bird has 00:04:39.410 --> 00:04:41.600 with other parts of its ecosystem. 00:04:41.600 --> 00:04:44.830 These relationships are all part of the complicated web 00:04:44.830 --> 00:04:46.652 that is life on Earth. 00:04:46.652 --> 00:04:48.481 (bird caws)

Help support Khan Academy

https://www.youtube.com/watch?v=Cm8kRFMxsf0

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WEBVTT Kind: captions Language: en 00:00:00.200 --> 00:00:02.490 - Hi, everyone. Sal Khan here from Khan Academy. 00:00:02.490 --> 00:00:03.490 And I just wanted to remind you 00:00:03.490 --> 00:00:06.230 that we are a not-for-profit and we can only exist 00:00:06.230 --> 00:00:09.100 through donations from folks like yourself. 00:00:09.100 --> 00:00:12.410 Our goal is for everyone to reach their potential. 00:00:12.410 --> 00:00:14.870 Potential is everywhere. 00:00:14.870 --> 00:00:17.020 Unfortunately, access is not. 00:00:17.020 --> 00:00:20.290 And that's what Khan Academy exists to change. 00:00:20.290 --> 00:00:23.970 We are trying to reach tens of millions of students 00:00:23.970 --> 00:00:26.100 around the world, students in historically 00:00:26.100 --> 00:00:27.640 under-resourced communities, 00:00:27.640 --> 00:00:29.390 working with school districts in the US, 00:00:29.390 --> 00:00:32.800 working with stakeholders from around the planet 00:00:32.800 --> 00:00:36.510 to make sure that students have a way to fill in their gaps, 00:00:36.510 --> 00:00:38.180 learn at their own time and pace, 00:00:38.180 --> 00:00:41.850 have access to truly rigorous course materials. 00:00:41.850 --> 00:00:44.890 So I encourage you to think about supporting Khan Academy. 00:00:44.890 --> 00:00:47.410 The social return on investment on Khan Academy, 00:00:47.410 --> 00:00:50.170 we're about the budget of a large high school 00:00:50.170 --> 00:00:52.870 but we reach already a chunk of humanity 00:00:52.870 --> 00:00:54.520 and we wanna reach many, many more, 00:00:54.520 --> 00:00:57.530 with over 140 million registered users today 00:00:57.530 --> 00:01:00.000 and hopefully billions going forward. 00:01:00.000 --> 00:01:01.600 So please think about making a donation. 00:01:01.600 --> 00:01:03.510 If you've benefited from Khan Academy, 00:01:03.510 --> 00:01:07.070 you know from folks who've benefited from Khan Academy, 00:01:07.070 --> 00:01:09.320 or, maybe most importantly, 00:01:09.320 --> 00:01:12.180 if you wanna see tens to hundreds of millions to billions 00:01:12.180 --> 00:01:15.460 of other students benefit from these resources, 00:01:15.460 --> 00:01:17.540 please think about making a donation. 00:01:17.540 --> 00:01:18.579 Thank you. 00:01:18.579 --> 00:01:21.162 (chimes trill)

Natural hazards

https://www.youtube.com/watch?v=rVVoccltP8A

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WEBVTT Kind: captions Language: en 00:00:00.110 --> 00:00:01.420 - [Instructor] Before I go to a new place, 00:00:01.420 --> 00:00:03.810 I try to do some thorough research about it. 00:00:03.810 --> 00:00:05.140 What do I want to do there? 00:00:05.140 --> 00:00:06.970 What's the weather forecast? 00:00:06.970 --> 00:00:09.210 What's the chance that it might erupt? 00:00:09.210 --> 00:00:10.960 I learned this hard way recently. 00:00:10.960 --> 00:00:13.740 While preparing for a trip to Mount Rainier National Park, 00:00:13.740 --> 00:00:15.390 I somehow missed that the mountain itself 00:00:15.390 --> 00:00:17.160 is actually a volcano. 00:00:17.160 --> 00:00:19.010 Though it hasn't erupted in over a century, 00:00:19.010 --> 00:00:21.030 it has the potential to do so again, 00:00:21.030 --> 00:00:22.670 something that it would have been nice to know 00:00:22.670 --> 00:00:25.180 more than a week before I left for my vacation. 00:00:25.180 --> 00:00:26.961 Volcanoes are one of the most dramatic examples 00:00:26.961 --> 00:00:28.932 of a natural hazard, 00:00:28.932 --> 00:00:32.100 a naturally occurring phenomenon that can pose risks 00:00:32.100 --> 00:00:34.120 to humans and society. 00:00:34.120 --> 00:00:35.980 Natural hazards can be very dangerous 00:00:35.980 --> 00:00:36.960 for our communities. 00:00:36.960 --> 00:00:39.460 But scientists can help people better understand the risks 00:00:39.460 --> 00:00:40.610 that may occur where they live 00:00:40.610 --> 00:00:43.810 so everyone can work together to prepare safety guidelines. 00:00:43.810 --> 00:00:46.140 Different places experience different natural hazards 00:00:46.140 --> 00:00:48.888 due to local geographic or atmospheric conditions. 00:00:48.888 --> 00:00:52.540 For example, a storm on open plains could spawn a tornado. 00:00:52.540 --> 00:00:54.410 Similarly, a storm over the ocean 00:00:54.410 --> 00:00:56.140 could grow into a hurricane or a cyclone 00:00:56.140 --> 00:00:58.310 by the time it reaches the coast. 00:00:58.310 --> 00:00:59.640 These coastal rainstorms, 00:00:59.640 --> 00:01:01.900 along with their colder counterparts, blizzards, 00:01:01.900 --> 00:01:03.960 are the main natural hazards that I may run into 00:01:03.960 --> 00:01:05.670 where I live in the mid-Atlantic. 00:01:05.670 --> 00:01:08.020 Too much rain or snow can be dangerous, of course, 00:01:08.020 --> 00:01:09.770 but scientists have gotten pretty good 00:01:09.770 --> 00:01:11.630 at predicting weather conditions. 00:01:11.630 --> 00:01:13.750 Meteorologists use all kinds of technologies 00:01:13.750 --> 00:01:16.200 to map where and when a storm may form. 00:01:16.200 --> 00:01:17.840 Orbiting satellites can take pictures 00:01:17.840 --> 00:01:19.780 of cloud patterns from above. 00:01:19.780 --> 00:01:21.220 Weather stations back on the surface 00:01:21.220 --> 00:01:23.240 can use electromagnetic wave fields 00:01:23.240 --> 00:01:24.740 measured through Doppler radar 00:01:24.740 --> 00:01:26.470 to determine how heavy rain is falling 00:01:26.470 --> 00:01:29.210 or how strong the wind is blowing in those same clouds. 00:01:29.210 --> 00:01:31.660 They feed all of this and other data into computer models 00:01:31.660 --> 00:01:33.740 that can help them predict if the storm is severe enough 00:01:33.740 --> 00:01:35.285 to become a natural hazard. 00:01:35.285 --> 00:01:37.780 For example, this map from the National Oceanic 00:01:37.780 --> 00:01:40.230 and Atmospheric Administration's Weather Prediction Center 00:01:40.230 --> 00:01:41.833 shows where people can expect rainstorms, 00:01:41.833 --> 00:01:43.970 where others can expect snowstorms, 00:01:43.970 --> 00:01:46.120 and where those storms may become powerful enough 00:01:46.120 --> 00:01:47.253 to pose risks. 00:01:48.430 --> 00:01:50.400 Despite great advances in our ability 00:01:50.400 --> 00:01:51.550 to predict natural hazards, 00:01:51.550 --> 00:01:53.770 there are some phenomena that are less predictable, 00:01:53.770 --> 00:01:56.000 which can make them harder to prepare for. 00:01:56.000 --> 00:01:58.120 You see, the outer part of Earth is made up 00:01:58.120 --> 00:02:01.230 of large moving pieces called tectonic plates. 00:02:01.230 --> 00:02:03.460 These plates can grind or slip against each other, 00:02:03.460 --> 00:02:06.650 releasing energy in the form of seismic waves. 00:02:06.650 --> 00:02:07.483 Most of the time, 00:02:07.483 --> 00:02:09.360 we don't even notice these tectonic movements. 00:02:09.360 --> 00:02:10.760 But especially along boundaries 00:02:10.760 --> 00:02:11.900 or fault lines in the plates, 00:02:11.900 --> 00:02:12.733 people may experience 00:02:12.733 --> 00:02:14.800 the ground-shaking tremors of earthquakes. 00:02:14.800 --> 00:02:16.470 Earthquakes can be especially dangerous 00:02:16.470 --> 00:02:17.770 in highly populated areas 00:02:17.770 --> 00:02:19.310 where they damage buildings, roads, 00:02:19.310 --> 00:02:21.530 and other forms of human infrastructure. 00:02:21.530 --> 00:02:24.190 Earthquakes are often associated with volcanic activity, 00:02:24.190 --> 00:02:26.210 since volcanoes are often found near boundaries 00:02:26.210 --> 00:02:28.270 and fault lines of the tectonic plates. 00:02:28.270 --> 00:02:31.240 As the plates move and magma swells up to the surface, 00:02:31.240 --> 00:02:33.060 volcanic eruptions can release everything 00:02:33.060 --> 00:02:36.500 from clouds of gas or ash to rivers of molten lava. 00:02:36.500 --> 00:02:38.630 An earthquake in one location may even agitate 00:02:38.630 --> 00:02:41.100 large bodies of water enough to generate a tsunami, 00:02:41.100 --> 00:02:42.614 a huge and powerful wave, 00:02:42.614 --> 00:02:44.820 along the coastline in another. 00:02:44.820 --> 00:02:46.343 Tsunamis can affect the local region 00:02:46.343 --> 00:02:48.920 as well as regions far away. 00:02:48.920 --> 00:02:51.350 Scientists can't predict an intense earthquake, 00:02:51.350 --> 00:02:53.700 volcanic eruption, or tsunami as effectively 00:02:53.700 --> 00:02:55.380 as they can a severe weather event. 00:02:55.380 --> 00:02:57.080 But they are working to better understand 00:02:57.080 --> 00:02:59.920 Earth's seismic activity and when it poses a risk. 00:02:59.920 --> 00:03:02.180 For example, they use tools like seismographs 00:03:02.180 --> 00:03:04.060 to determine when an earthquake is happening 00:03:04.060 --> 00:03:06.170 and its strength or magnitude. 00:03:06.170 --> 00:03:08.360 Data from both minor and major tremors 00:03:08.360 --> 00:03:09.840 may help scientists figure out the signs 00:03:09.840 --> 00:03:11.060 that an earthquake is coming, 00:03:11.060 --> 00:03:13.350 giving communities along fault lines an early warning 00:03:13.350 --> 00:03:15.050 to evacuate or brace themselves, 00:03:15.050 --> 00:03:17.640 rather than simply reacting to the aftermath. 00:03:17.640 --> 00:03:19.720 Engineers can even use the data they've recorded 00:03:19.720 --> 00:03:21.240 from past earthquakes to design buildings 00:03:21.240 --> 00:03:23.168 and other structures to withstand the effects 00:03:23.168 --> 00:03:24.900 of future ones. 00:03:24.900 --> 00:03:27.010 Communicating what they've learned may help places 00:03:27.010 --> 00:03:28.970 that experience seismic natural hazards 00:03:28.970 --> 00:03:30.540 to prepare far in advance, 00:03:30.540 --> 00:03:33.130 further reducing the risks that they face. 00:03:33.130 --> 00:03:35.390 Natural hazards can cause a lot of harm. 00:03:35.390 --> 00:03:37.310 But scientists are learning more every day 00:03:37.310 --> 00:03:38.490 about why they occur 00:03:38.490 --> 00:03:41.130 and how communities can remain resilient. 00:03:41.130 --> 00:03:43.890 For my trip, I studied up on visiting a volcano zone 00:03:43.890 --> 00:03:46.200 and was relieved to find that there's been no signs 00:03:46.200 --> 00:03:48.680 that Mount Rainier's erupting any time soon. 00:03:48.680 --> 00:03:50.910 The whole experience really reinforced the importance 00:03:50.910 --> 00:03:51.990 of being prepared. 00:03:51.990 --> 00:03:53.274 Even if natural hazards aren't common 00:03:53.274 --> 00:03:54.770 where you live or travel, 00:03:54.770 --> 00:03:57.020 having a preparedness plan can help you stay safe 00:03:57.020 --> 00:03:58.600 in a scary situation. 00:03:58.600 --> 00:03:59.750 These are just some examples 00:03:59.750 --> 00:04:02.440 of how scientific research benefits society. 00:04:02.440 --> 00:04:03.840 Now, if you'll excuse me, 00:04:03.840 --> 00:04:05.340 I'll be setting up an emergency kit 00:04:05.340 --> 00:04:07.640 for the next time I lose power during a storm.

Galaxies and gravity

https://www.youtube.com/watch?v=tNGVqoOLl-k

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WEBVTT Kind: captions Language: en 00:00:00.370 --> 00:00:01.660 - [Instructor] Hello, everyone. 00:00:01.660 --> 00:00:05.700 Today, we're going to be talking about galaxies and gravity. 00:00:05.700 --> 00:00:07.230 We know the Earth is a planet 00:00:07.230 --> 00:00:09.150 that is in orbit around the sun. 00:00:09.150 --> 00:00:11.900 This is called the heliocentric model. 00:00:11.900 --> 00:00:14.760 And the solar system is an enormous space for us, 00:00:14.760 --> 00:00:16.700 encompassing every place that humans 00:00:16.700 --> 00:00:18.830 or our robots have ever been. 00:00:18.830 --> 00:00:22.000 But it's actually quite small, cosmically speaking. 00:00:22.000 --> 00:00:24.510 Even our furthest spacecraft, Voyager 1, 00:00:24.510 --> 00:00:27.690 has only traveled less than 0.1% of the distance 00:00:27.690 --> 00:00:29.380 to the nearest star. 00:00:29.380 --> 00:00:31.810 Our solar system is just a small component 00:00:31.810 --> 00:00:34.903 of a much, much larger set of structures. 00:00:35.950 --> 00:00:39.410 The sun is just one star of hundreds of billions 00:00:39.410 --> 00:00:42.660 of stars in our galaxy, which is called the Milky Way. 00:00:42.660 --> 00:00:46.730 And our galaxy is one of several dozen in our galaxy group, 00:00:46.730 --> 00:00:48.730 which is called the Local Group. 00:00:48.730 --> 00:00:51.030 Other galaxies might belong to larger collections 00:00:51.030 --> 00:00:53.810 that are called galaxy clusters. 00:00:53.810 --> 00:00:56.410 Now the same thing that holds Earth in its orbit 00:00:56.410 --> 00:00:58.730 around the sun is what holds together 00:00:58.730 --> 00:01:02.783 massive groups and clusters of galaxies: gravity. 00:01:04.080 --> 00:01:06.880 This is the same as the gravity that makes a ball 00:01:06.880 --> 00:01:10.710 fall back to the ground when you toss it up into the air. 00:01:10.710 --> 00:01:12.530 Gravity is a force that operates 00:01:12.530 --> 00:01:14.600 between two objects that have mass 00:01:14.600 --> 00:01:17.040 and tries to pull them closer together, 00:01:17.040 --> 00:01:19.700 whether those objects are a ball and the Earth 00:01:19.700 --> 00:01:21.283 or two galaxies. 00:01:22.540 --> 00:01:26.100 Now the strength of this pull depends on two things. 00:01:26.100 --> 00:01:29.040 First is the mass of both objects. 00:01:29.040 --> 00:01:31.400 So as either object gets more massive, 00:01:31.400 --> 00:01:33.520 the strength of gravity increases. 00:01:33.520 --> 00:01:36.250 For example, you have a lot more mass than a ball. 00:01:36.250 --> 00:01:38.410 So the force of gravity between you and the Earth 00:01:38.410 --> 00:01:40.500 is pulling harder than the force of gravity 00:01:40.500 --> 00:01:41.930 between a ball and the Earth, 00:01:41.930 --> 00:01:43.900 and that's why it's a lot harder 00:01:43.900 --> 00:01:46.023 to throw you into the air than a ball. 00:01:47.160 --> 00:01:49.230 Gravity also depends on the distance 00:01:49.230 --> 00:01:51.740 between the centers of the objects. 00:01:51.740 --> 00:01:53.960 As the objects get farther apart, 00:01:53.960 --> 00:01:56.700 the strength of gravity decreases. 00:01:56.700 --> 00:01:59.980 For example, if there is a ball on top of Mount Everest, 00:01:59.980 --> 00:02:03.400 the pull of Earth's gravity on it is actually slightly less 00:02:03.400 --> 00:02:06.640 than the pull of gravity on that same ball at sea level, 00:02:06.640 --> 00:02:09.030 because the top of the mountain is farther away 00:02:09.030 --> 00:02:10.880 from the center of the Earth. 00:02:10.880 --> 00:02:13.170 Now, this is a very small effect, 00:02:13.170 --> 00:02:14.800 less than a percent difference, 00:02:14.800 --> 00:02:17.460 because the difference between sea level and mountaintop 00:02:17.460 --> 00:02:19.690 is still very small compared to the distance 00:02:19.690 --> 00:02:21.360 to the center of the Earth. 00:02:21.360 --> 00:02:22.820 But that's just on Earth. 00:02:22.820 --> 00:02:25.940 We know that things in space are really far apart. 00:02:25.940 --> 00:02:28.600 The Earth is almost 93 million miles, 00:02:28.600 --> 00:02:31.740 that's 150 million kilometers, from the sun. 00:02:31.740 --> 00:02:35.150 So if gravity is weaker when objects are farther apart, 00:02:35.150 --> 00:02:37.600 then in order for gravity to be keeping these structures 00:02:37.600 --> 00:02:41.930 bound together, they must be really massive, and they are. 00:02:41.930 --> 00:02:45.270 The sun has a mass of about two nonillion kilograms. 00:02:45.270 --> 00:02:48.000 That's 10 to the power of 30. 00:02:48.000 --> 00:02:49.730 And the Milky Way galaxy, 00:02:49.730 --> 00:02:52.930 which is about a quintillion kilometers in diameter, 00:02:52.930 --> 00:02:57.463 has a mass of about 1.5 trillion times that of the sun. 00:02:58.590 --> 00:03:00.520 So thanks to their high masses, 00:03:00.520 --> 00:03:03.580 objects like our Milky Way galaxy and our nearest neighbor, 00:03:03.580 --> 00:03:06.980 the Andromeda galaxy, which are the two largest galaxies 00:03:06.980 --> 00:03:10.020 in the local group, can be pulled together by gravity, 00:03:10.020 --> 00:03:12.730 even across millions of light years. 00:03:12.730 --> 00:03:15.900 In fact, gravity between our two galaxies is so strong 00:03:15.900 --> 00:03:17.670 that it's actually pulling the Milky Way 00:03:17.670 --> 00:03:22.330 and Andromeda galaxies together into an eventual collision. 00:03:22.330 --> 00:03:23.440 But eventually in this case 00:03:23.440 --> 00:03:26.683 means almost 5 billion years from now, so no need to worry. 00:03:28.110 --> 00:03:30.410 To review, in this video we covered how the Earth 00:03:30.410 --> 00:03:31.790 is part of the solar system 00:03:31.790 --> 00:03:34.210 and our solar system is part of a galaxy, 00:03:34.210 --> 00:03:36.640 and our galaxy is part of a group. 00:03:36.640 --> 00:03:39.450 Galaxy groups, galaxies and solar systems 00:03:39.450 --> 00:03:43.960 are all bound together by the same force, that of gravity. 00:03:43.960 --> 00:03:46.130 Gravity is a force which tries to pull objects 00:03:46.130 --> 00:03:48.600 with mass closer together and it is weaker 00:03:48.600 --> 00:03:50.870 for less massive objects or for objects 00:03:50.870 --> 00:03:52.300 that are farther apart. 00:03:52.300 --> 00:03:53.133 Thanks for watching 00:03:53.133 --> 00:03:55.490 and I hope you learned a little bit of something.

Regional climates

https://www.youtube.com/watch?v=a9muG72XZ18

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en

WEBVTT Kind: captions Language: en 00:00:00.000 --> 00:00:01.360 - [Narrator] What's the weather usually like 00:00:01.360 --> 00:00:03.100 in the winter where you live? 00:00:03.100 --> 00:00:05.590 If you asked someone in Fairbanks, Alaska 00:00:05.590 --> 00:00:07.500 they might describe below freezing days 00:00:07.500 --> 00:00:10.320 and navigating through huge drifts of snow. 00:00:10.320 --> 00:00:12.540 If you asked someone else in Miami, Florida 00:00:12.540 --> 00:00:14.060 they might tell you that most days 00:00:14.060 --> 00:00:16.150 it was warm enough to go to the beach. 00:00:16.150 --> 00:00:19.700 How can two places on the same continent be so different? 00:00:19.700 --> 00:00:22.230 Well, it all comes down to regional climates. 00:00:22.230 --> 00:00:24.010 Climate is the long term pattern 00:00:24.010 --> 00:00:25.640 of weather in a particular region. 00:00:25.640 --> 00:00:28.100 You can think of it as the average weather. 00:00:28.100 --> 00:00:30.200 A region's climate depends on many factors, 00:00:30.200 --> 00:00:32.370 including its latitude, elevation, 00:00:32.370 --> 00:00:34.040 and surrounding geographic features, 00:00:34.040 --> 00:00:36.429 such as oceans or mountains. 00:00:36.429 --> 00:00:38.570 Let's look at how regional climates depend 00:00:38.570 --> 00:00:40.240 on latitude first. 00:00:40.240 --> 00:00:42.380 Latitude refers to imaginary lines 00:00:42.380 --> 00:00:44.140 that measure how far north or south 00:00:44.140 --> 00:00:45.660 a place is from the Equator, 00:00:45.660 --> 00:00:47.770 which equally divides the earth in half. 00:00:47.770 --> 00:00:50.480 The Equator is marked at zero degrees latitude 00:00:50.480 --> 00:00:53.100 and the mid-latitudes increase north or south until 00:00:53.100 --> 00:00:54.190 they reach the poles, 00:00:54.190 --> 00:00:57.780 which are marked at 90 degrees north and 90 degrees south. 00:00:57.780 --> 00:00:59.850 The sun heats the planet unevenly. 00:00:59.850 --> 00:01:01.810 So places at higher latitudes, 00:01:01.810 --> 00:01:03.610 which are farther from the Equator, 00:01:03.610 --> 00:01:06.720 get less direct sunlight and solar energy on average, 00:01:06.720 --> 00:01:09.710 resulting in lower average annual temperatures. 00:01:09.710 --> 00:01:12.720 Places at lower latitudes, being closer to the Equator, 00:01:12.720 --> 00:01:15.750 get more direct sunlight and solar energy on average, 00:01:15.750 --> 00:01:18.670 which results in higher average annual temperatures. 00:01:18.670 --> 00:01:20.520 This uneven heating creates a pattern 00:01:20.520 --> 00:01:22.450 of low and high air pressure bands 00:01:22.450 --> 00:01:24.040 from the Equator to the poles, 00:01:24.040 --> 00:01:25.560 affecting the amount of precipitation 00:01:25.560 --> 00:01:27.540 that the different latitudes receive. 00:01:27.540 --> 00:01:29.480 In bands where moist air is rising, 00:01:29.480 --> 00:01:31.000 mainly at zero degrees latitude 00:01:31.000 --> 00:01:32.820 and 60 degrees north and south, 00:01:32.820 --> 00:01:34.680 places experience a lot of rainfall, 00:01:34.680 --> 00:01:36.310 especially around the Equator. 00:01:36.310 --> 00:01:38.240 And bands where dry air is sinking, 00:01:38.240 --> 00:01:40.780 like at the poles and 30 degrees north and south, 00:01:40.780 --> 00:01:43.180 places experience very little rainfall. 00:01:43.180 --> 00:01:45.660 This creates dry conditions at the cold poles 00:01:45.660 --> 00:01:47.540 and desert conditions in regions 00:01:47.540 --> 00:01:50.310 near the 30 degree latitude lines. 00:01:50.310 --> 00:01:51.480 Another important influence 00:01:51.480 --> 00:01:53.510 on regional climates is elevation 00:01:53.510 --> 00:01:56.420 or how high a place is above sea level. 00:01:56.420 --> 00:01:58.920 As air rises from lower to higher elevations, 00:01:58.920 --> 00:02:00.920 it expands and cools. 00:02:00.920 --> 00:02:03.690 That's why regions at higher elevations, like mountains, 00:02:03.690 --> 00:02:05.760 tend to have lower average air temperatures 00:02:05.760 --> 00:02:08.510 than regions at lower elevations. 00:02:08.510 --> 00:02:10.130 Speaking of mountains and seas, 00:02:10.130 --> 00:02:11.660 the presence of geographic features 00:02:11.660 --> 00:02:14.060 can also influence a region's climate. 00:02:14.060 --> 00:02:16.730 Let's start by diving into the impact of water first. 00:02:16.730 --> 00:02:18.570 Water heats and cools slowly 00:02:18.570 --> 00:02:20.780 while land heats and cools quickly. 00:02:20.780 --> 00:02:23.960 As a result, temperature variations tend to be much smaller 00:02:23.960 --> 00:02:25.710 for cities near large bodies of water 00:02:25.710 --> 00:02:27.940 than for cities surrounded by land. 00:02:27.940 --> 00:02:30.380 For example, let's compare the yearly temperature ranges 00:02:30.380 --> 00:02:33.410 for Vancouver, which is close to Canada's Pacific Coast 00:02:33.410 --> 00:02:35.650 and Winnipeg, which is further East 00:02:35.650 --> 00:02:37.430 in the interior of the country. 00:02:37.430 --> 00:02:40.050 This line graph follows the average temperature in Celsius 00:02:40.050 --> 00:02:42.740 for each city throughout the months of the year. 00:02:42.740 --> 00:02:45.380 Vancouver starts at the year mildly chilly. 00:02:45.380 --> 00:02:47.760 Temperatures rise a bit for a warmer summer. 00:02:47.760 --> 00:02:50.160 And then slope gradually back down. 00:02:50.160 --> 00:02:52.270 Overall, the city sees a pretty small range 00:02:52.270 --> 00:02:53.750 of temperatures throughout the year 00:02:53.750 --> 00:02:56.270 because the nearby ocean influences the local climate 00:02:56.270 --> 00:02:58.210 as it gradually warms and cools. 00:02:58.210 --> 00:03:01.830 Compared to Vancouver, Winnipeg has a much colder winter 00:03:01.830 --> 00:03:03.820 and a slightly hotter summer resulting 00:03:03.820 --> 00:03:05.440 in a more dramatic range of temperatures 00:03:05.440 --> 00:03:06.580 throughout the year. 00:03:06.580 --> 00:03:09.240 We call a climate like Vancouver's a Marine Climate 00:03:09.240 --> 00:03:12.013 and a climate like Winnipeg's a Continental Climate. 00:03:13.030 --> 00:03:15.150 Things get pretty interesting when we combine the impact 00:03:15.150 --> 00:03:16.700 of water with land forms. 00:03:16.700 --> 00:03:18.620 One unique example is a rain shadow, 00:03:18.620 --> 00:03:20.260 which can be found in places where mountains 00:03:20.260 --> 00:03:22.300 are relatively close to the ocean. 00:03:22.300 --> 00:03:23.950 For example, here's a satellite image 00:03:23.950 --> 00:03:26.280 of the Andes Mountain Range in south America. 00:03:26.280 --> 00:03:28.320 The mountains run north to south in this image 00:03:28.320 --> 00:03:30.190 and they're close to the Pacific Ocean. 00:03:30.190 --> 00:03:31.890 Notice how the area between the Pacific 00:03:31.890 --> 00:03:33.470 and the Andes is green and lush, 00:03:33.470 --> 00:03:36.320 but the area behind the Andes is brown and dry. 00:03:36.320 --> 00:03:38.050 That's the rain shadow. 00:03:38.050 --> 00:03:40.650 What causes such a huge change? 00:03:40.650 --> 00:03:42.870 Well, when warm moisture rich air 00:03:42.870 --> 00:03:45.840 from the ocean meets the mountain it's forced upward. 00:03:45.840 --> 00:03:49.230 As it rises the air expands and cools causing the moisture 00:03:49.230 --> 00:03:51.760 to condense and fall as precipitation. 00:03:51.760 --> 00:03:53.220 Now, the air is much drier, 00:03:53.220 --> 00:03:56.030 which allows it to change temperature much faster. 00:03:56.030 --> 00:03:58.240 As that dry air descends down the other side 00:03:58.240 --> 00:04:00.890 of the mountain it compresses and quickly becomes warmer, 00:04:00.890 --> 00:04:03.270 which leads to increased evaporation. 00:04:03.270 --> 00:04:05.650 Overall, this results in a cool and wet climate 00:04:05.650 --> 00:04:07.210 on the ocean side of the mountain 00:04:07.210 --> 00:04:10.030 and a warm and dry climate inside the rain shadow, 00:04:10.030 --> 00:04:12.850 which is what we saw on the satellite view. 00:04:12.850 --> 00:04:15.700 As you can see, regional climates can get pretty complicated 00:04:15.700 --> 00:04:17.100 when you consider all of the factors 00:04:17.100 --> 00:04:18.600 that can go into them. 00:04:18.600 --> 00:04:20.260 Depending on the exact region, 00:04:20.260 --> 00:04:22.070 one factor may be more responsible 00:04:22.070 --> 00:04:23.930 for the local climate than the others. 00:04:23.930 --> 00:04:26.320 Like how the presence of the Andes Mountains contributes 00:04:26.320 --> 00:04:28.650 to the rain shadow climate beyond them. 00:04:28.650 --> 00:04:30.610 Let's look back at our two very different cities 00:04:30.610 --> 00:04:33.200 from before so we can see how the factors we discussed 00:04:33.200 --> 00:04:34.690 affect their winter climates. 00:04:34.690 --> 00:04:37.270 Fairbanks is at a very high northern latitude 00:04:37.270 --> 00:04:40.310 which helps explain why it's so freezing in the winter. 00:04:40.310 --> 00:04:43.640 Miami is much closer to the Equator and near an ocean, 00:04:43.640 --> 00:04:46.690 so it experiences a very warm and mild winter. 00:04:46.690 --> 00:04:49.360 Which of these cities would you like to visit in the winter? 00:04:49.360 --> 00:04:51.720 Whether you prefer hanging out on sunny shorelines 00:04:51.720 --> 00:04:54.010 or exploring frosty winter wonderlands, 00:04:54.010 --> 00:04:55.390 there's a regional climate somewhere 00:04:55.390 --> 00:04:57.253 in the world that you'd probably enjoy.

Plate tectonics and the ocean floor

https://www.youtube.com/watch?v=A98wPKiPMJw

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https://www.youtube.com/api/timedtext?v=A98wPKiPMJw&ei=uVWUZb_9F66_mLAPk_qcmAU&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245289&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=C690F672B18FBDFD63421FE54A8772D81E005886.7F5DE2D8AD552D131A9F6C4FBEAD1F5CBD230527&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.200 --> 00:00:02.300 - [Instructor] Imagine that all the Earth's oceans 00:00:02.300 --> 00:00:03.890 disappeared for a day. 00:00:03.890 --> 00:00:07.450 And imagine that you being the excellent Explorer you are, 00:00:07.450 --> 00:00:09.730 decided to go investigate. 00:00:09.730 --> 00:00:12.350 You'd travel across the continental shelf, 00:00:12.350 --> 00:00:16.200 down the continental slope and across the abyssal plain. 00:00:16.200 --> 00:00:18.950 You'd see gaping trenches running deep into the ground, 00:00:18.950 --> 00:00:22.220 and mountains taller than any mountain on the continents. 00:00:22.220 --> 00:00:23.740 And you might wonder, 00:00:23.740 --> 00:00:27.690 what causes such dramatic landscapes to be formed? 00:00:27.690 --> 00:00:30.560 Earth's lithosphere, which is made up of the crust 00:00:30.560 --> 00:00:32.680 and the upper part of the mantle, is broken up 00:00:32.680 --> 00:00:36.520 into large puzzle piece like chunks called tectonic plates. 00:00:36.520 --> 00:00:38.830 These tectonic plates move around slowly 00:00:38.830 --> 00:00:41.500 over millions of years on the section of the mantle 00:00:41.500 --> 00:00:44.583 below the lithosphere, which we call the asthenosphere. 00:00:45.600 --> 00:00:47.850 There are two types of tectonic plates, 00:00:47.850 --> 00:00:50.540 oceanic plates and continental plates. 00:00:50.540 --> 00:00:53.500 The continental plates, as you probably guessed, 00:00:53.500 --> 00:00:55.460 are the ones that make up the continents. 00:00:55.460 --> 00:00:58.980 The oceanic plates are the ones that make up the sea floor. 00:00:58.980 --> 00:01:01.130 The main difference between oceanic plates 00:01:01.130 --> 00:01:03.560 and continental plates is the type of crust 00:01:03.560 --> 00:01:05.070 found on each plate. 00:01:05.070 --> 00:01:07.100 Oceanic crust and continental crust 00:01:07.100 --> 00:01:09.010 are made out of different kinds of rock. 00:01:09.010 --> 00:01:11.750 The continental crust contains a lot of granite, 00:01:11.750 --> 00:01:13.630 which is an igneous rock. 00:01:13.630 --> 00:01:15.250 This means that it was made out of rock 00:01:15.250 --> 00:01:16.700 that was once molten. 00:01:16.700 --> 00:01:19.140 The oceanic crust has a lot of basalt in it, 00:01:19.140 --> 00:01:21.440 which is another kind of igneous rock. 00:01:21.440 --> 00:01:22.970 The difference in the kinds of rock 00:01:22.970 --> 00:01:26.210 that the crusts are made out of means that the oceanic crust 00:01:26.210 --> 00:01:28.460 is denser than the continental crust. 00:01:28.460 --> 00:01:30.420 If you took a cubic centimeter of the rock 00:01:30.420 --> 00:01:34.190 from the continental crust, it would be about 2.7 grams. 00:01:34.190 --> 00:01:36.440 A cubic centimeter from the oceanic crust, 00:01:36.440 --> 00:01:39.510 on the other hand, would weigh about three grams. 00:01:39.510 --> 00:01:42.750 While this difference in density might not seem like much, 00:01:42.750 --> 00:01:46.020 it completely changes how tectonic plates interact. 00:01:46.020 --> 00:01:47.970 The high density of oceanic crust 00:01:47.970 --> 00:01:50.830 causes oceanic plates to sink into the asthenosphere 00:01:50.830 --> 00:01:53.220 a bit more than continental plates do. 00:01:53.220 --> 00:01:55.470 When an oceanic plate collides with another plate 00:01:55.470 --> 00:01:59.150 at a convergent boundary, it always follows this rule, 00:01:59.150 --> 00:02:03.420 the denser plates always dives beneath the less dense plate. 00:02:03.420 --> 00:02:04.810 When it's an oceanic plates 00:02:04.810 --> 00:02:06.980 and a continental plate converging, 00:02:06.980 --> 00:02:10.370 the denser oceanic plates is the one that dips down. 00:02:10.370 --> 00:02:13.230 And when it's two oceanic plates that are colliding, 00:02:13.230 --> 00:02:16.140 the older, denser oceanic plate will move under 00:02:16.140 --> 00:02:19.080 the newer and less dense oceanic plates. 00:02:19.080 --> 00:02:21.000 And over time, the denser plate 00:02:21.000 --> 00:02:23.270 will be recycled into asthenosphere. 00:02:23.270 --> 00:02:24.750 The place where the plates collide 00:02:24.750 --> 00:02:26.410 is called a subduction zone. 00:02:26.410 --> 00:02:28.200 This bending of the denser plates 00:02:28.200 --> 00:02:30.530 under the other creates a trench. 00:02:30.530 --> 00:02:33.030 The deepest one is the Mariana Trench, 00:02:33.030 --> 00:02:35.180 which is located where the Pacific plates 00:02:35.180 --> 00:02:37.410 dives under the Marianna plates. 00:02:37.410 --> 00:02:40.620 The trench is about 11 kilometers deep. 00:02:40.620 --> 00:02:42.790 The plate that sinks into asthenosphere 00:02:42.790 --> 00:02:45.440 often has some water and fluids trapped inside of it. 00:02:45.440 --> 00:02:48.500 These fluids heat up and bubble to the surface. 00:02:48.500 --> 00:02:50.710 The hot fluids can cause sections of mantle rock 00:02:50.710 --> 00:02:53.280 to melt into magma, which then rises 00:02:53.280 --> 00:02:56.030 to the surface and creates volcanoes. 00:02:56.030 --> 00:02:58.570 And you might be wondering, if the sea floor is constantly 00:02:58.570 --> 00:03:01.960 being destroyed then what keeps the earth from shrinking? 00:03:01.960 --> 00:03:05.400 Well, new sea floor is constantly being created too. 00:03:05.400 --> 00:03:07.780 This happens when two tectonic plates move away 00:03:07.780 --> 00:03:10.260 from each other at a divergent boundary. 00:03:10.260 --> 00:03:12.920 When two plates diverge in the middle of an ocean, 00:03:12.920 --> 00:03:15.220 it creates a kind of underwater mountain range 00:03:15.220 --> 00:03:17.450 called a mid-ocean ridge. 00:03:17.450 --> 00:03:20.570 As the plates move apart at mid-ocean ridges, 00:03:20.570 --> 00:03:25.570 magma moves up, cools and forms a new younger lithosphere. 00:03:26.000 --> 00:03:27.080 You can think of this process 00:03:27.080 --> 00:03:29.380 like a really slow conveyor belt. 00:03:29.380 --> 00:03:31.630 New ocean sea floor is made at the ridges, 00:03:31.630 --> 00:03:34.560 and moves away from them over millions of years. 00:03:34.560 --> 00:03:35.960 This means that the oceanic crust 00:03:35.960 --> 00:03:38.450 that is closest to the ridge is the youngest. 00:03:38.450 --> 00:03:39.950 And as it moves away from the ridge, 00:03:39.950 --> 00:03:42.190 the crust gets older and older. 00:03:42.190 --> 00:03:45.440 As it ages, the crust becomes cooler and more dense. 00:03:45.440 --> 00:03:46.930 And eventually it dips back down 00:03:46.930 --> 00:03:49.540 into the asthenosphere at the trenches. 00:03:49.540 --> 00:03:51.600 The sea floor is perhaps the most 00:03:51.600 --> 00:03:53.370 unexplored part of our planet. 00:03:53.370 --> 00:03:56.250 So if they do drain the ocean and you go for a walk 00:03:56.250 --> 00:03:58.610 at the bottom of the sea, I hope you'll tell us all 00:03:58.610 --> 00:03:59.910 what it's like down there.

Introduction to plate tectonics

https://www.youtube.com/watch?v=7jbwX1Uvd18

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https://www.youtube.com/api/timedtext?v=7jbwX1Uvd18&ei=uVWUZcLMC9m-mLAP3NiTiAk&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245289&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=99D94AA1130C39CED80D4DD05EB04B7A5279515C.A577482BAAD06DDE0F15C462C6EB954655EF8EFE&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.000 --> 00:00:01.230 - [Narrator] What if I told you 00:00:01.230 --> 00:00:03.890 that the earth below you is moving? 00:00:03.890 --> 00:00:06.930 You'd probably say, "Of course it's moving. 00:00:06.930 --> 00:00:08.120 We're standing on a planet 00:00:08.120 --> 00:00:09.900 that's spinning on its axis 00:00:09.900 --> 00:00:11.570 while revolving around the Sun 00:00:11.570 --> 00:00:14.570 at about 107,000 kilometers per hour. 00:00:14.570 --> 00:00:15.890 And on top of that, 00:00:15.890 --> 00:00:18.300 our whole solar system is circling the center 00:00:18.300 --> 00:00:19.960 of the Milky Way galaxy." 00:00:19.960 --> 00:00:22.490 But there's another kind of movement that happens slowly 00:00:22.490 --> 00:00:24.660 in the rock beneath your feet. 00:00:24.660 --> 00:00:27.730 Earth's lithosphere, which is made up of the crust 00:00:27.730 --> 00:00:29.320 and the upper part of the mantle, 00:00:29.320 --> 00:00:32.570 is broken up into pieces called tectonic plates. 00:00:32.570 --> 00:00:35.590 These plates move around on top of the asthenosphere, 00:00:35.590 --> 00:00:36.920 which is the section of the mantle 00:00:36.920 --> 00:00:38.660 just below the lithosphere. 00:00:38.660 --> 00:00:40.810 Don't bother racing a tectonic plate, 00:00:40.810 --> 00:00:43.460 because your victory would be guaranteed. 00:00:43.460 --> 00:00:45.580 Tectonic plates typically only move 00:00:45.580 --> 00:00:47.060 a few centimeters in a year, 00:00:47.060 --> 00:00:49.960 which is about as fast as your fingernails grow. 00:00:49.960 --> 00:00:54.520 However, after millions of years, those distances add up. 00:00:54.520 --> 00:00:56.430 This means that the Earth hasn't always 00:00:56.430 --> 00:00:58.060 looked the way it does now. 00:00:58.060 --> 00:01:00.210 Scientists believe that the continents were once 00:01:00.210 --> 00:01:04.150 all connected in one big supercontinent called Pangea. 00:01:04.150 --> 00:01:07.410 Just imagine if the continents were still connected today. 00:01:07.410 --> 00:01:09.770 You could drive from Africa to Antarctica 00:01:09.770 --> 00:01:12.660 or even take a train from South America to Europe. 00:01:12.660 --> 00:01:16.580 Over 200 million years, Pangea broke apart, 00:01:16.580 --> 00:01:19.760 and the pieces drifted into the continents we know today. 00:01:19.760 --> 00:01:22.630 So if the plates move so slowly, 00:01:22.630 --> 00:01:24.530 how do we know that they move at all? 00:01:24.530 --> 00:01:26.440 Scientists have documented evidence 00:01:26.440 --> 00:01:27.950 from various features on Earth 00:01:27.950 --> 00:01:30.500 that support the theory of plate tectonics. 00:01:30.500 --> 00:01:32.830 If you cut out the continents on a map, you could see 00:01:32.830 --> 00:01:35.140 that they almost fit together like a jigsaw puzzle. 00:01:35.140 --> 00:01:38.240 For example, the east coast of South America looks 00:01:38.240 --> 00:01:40.680 like it could fit into the west coast of Africa. 00:01:40.680 --> 00:01:42.930 Matching or complementary coastlines 00:01:42.930 --> 00:01:44.030 is one piece of evidence 00:01:44.030 --> 00:01:46.840 that continents were once in different locations. 00:01:46.840 --> 00:01:48.120 Another piece of evidence 00:01:48.120 --> 00:01:49.810 is that scientists have found fossils 00:01:49.810 --> 00:01:52.770 from the same species on different continents. 00:01:52.770 --> 00:01:54.610 There's no way those land organisms 00:01:54.610 --> 00:01:56.520 could've traveled across the ocean. 00:01:56.520 --> 00:01:58.220 This suggests that the animals lived 00:01:58.220 --> 00:02:00.140 when the continents were connected. 00:02:00.140 --> 00:02:02.100 And the plates are still moving, 00:02:02.100 --> 00:02:04.530 slowly but surely, to this day. 00:02:04.530 --> 00:02:07.490 But they aren't all moving in the same direction. 00:02:07.490 --> 00:02:09.450 A plate can collide with one plate, 00:02:09.450 --> 00:02:12.940 move away from a different plate, and slide past another. 00:02:12.940 --> 00:02:15.700 We categorize the ways plates interact at their edges 00:02:15.700 --> 00:02:20.080 as having convergent, divergent, or transform boundaries. 00:02:20.080 --> 00:02:22.370 Con is a Latin prefix meaning together, 00:02:22.370 --> 00:02:24.710 so convergent plate boundaries are places 00:02:24.710 --> 00:02:26.690 where two plates come together. 00:02:26.690 --> 00:02:29.590 Let's take a look at an example of a convergent boundary 00:02:29.590 --> 00:02:31.610 where the Indian tectonic plate collides 00:02:31.610 --> 00:02:33.360 with the Eurasian plate. 00:02:33.360 --> 00:02:35.800 The crust of the plate becomes compressed, 00:02:35.800 --> 00:02:38.570 and the Indian tectonic plate gradually moves 00:02:38.570 --> 00:02:40.450 under the Eurasian plate. 00:02:40.450 --> 00:02:42.500 However, the lower density of the crust 00:02:42.500 --> 00:02:44.520 keeps the Indian plate from sinking back 00:02:44.520 --> 00:02:46.570 into the asthenosphere all the way. 00:02:46.570 --> 00:02:48.490 This lifts up the Eurasian plate 00:02:48.490 --> 00:02:50.540 and creates the Himalayan mountains. 00:02:50.540 --> 00:02:53.530 These mountains are some of the highest in the world, 00:02:53.530 --> 00:02:55.280 and they include Mount Everest, 00:02:55.280 --> 00:02:57.940 which is the tallest mountain above sea level. 00:02:57.940 --> 00:03:00.580 And the two plates are still colliding. 00:03:00.580 --> 00:03:02.270 This causes the Himalayas to grow 00:03:02.270 --> 00:03:04.710 by more than one centimeter each year. 00:03:04.710 --> 00:03:06.070 Another kind of plate movement 00:03:06.070 --> 00:03:08.230 is called a divergent boundary. 00:03:08.230 --> 00:03:09.740 The di in divergent comes 00:03:09.740 --> 00:03:11.710 from a Latin prefix meaning apart, 00:03:11.710 --> 00:03:13.380 so divergent boundaries happen 00:03:13.380 --> 00:03:15.780 where two tectonic plates move apart. 00:03:15.780 --> 00:03:17.850 Divergent boundaries can create different kinds 00:03:17.850 --> 00:03:21.723 of land forms, like rift valleys and mid-ocean ridges. 00:03:22.630 --> 00:03:24.030 The third kind of plate boundary 00:03:24.030 --> 00:03:27.340 is called a transform boundary or transform fault, 00:03:27.340 --> 00:03:30.640 and it happens when two plates slide past each other. 00:03:30.640 --> 00:03:33.160 Okay, maybe slide isn't the best word for it, 00:03:33.160 --> 00:03:36.410 because the plates don't move in one continuous motion. 00:03:36.410 --> 00:03:38.840 You can imagine when two incredibly large, 00:03:38.840 --> 00:03:41.190 bulky, rocky things move past each other, 00:03:41.190 --> 00:03:43.080 there's a lot of friction. 00:03:43.080 --> 00:03:45.250 Pressure builds up between the plates, 00:03:45.250 --> 00:03:47.140 and once it gets to be too much, 00:03:47.140 --> 00:03:49.870 the plates slip and release the pressure. 00:03:49.870 --> 00:03:52.150 This motion causes earthquakes. 00:03:52.150 --> 00:03:55.330 And you might be wondering, what causes plates to move? 00:03:55.330 --> 00:03:57.870 Well, scientists are always learning about the Earth, 00:03:57.870 --> 00:04:00.010 since the Earth is so complex. 00:04:00.010 --> 00:04:03.000 Although Earth's internal heat may play a small role, 00:04:03.000 --> 00:04:05.870 more evidence shows that gravity is key. 00:04:05.870 --> 00:04:07.470 Tectonic plates are solid, 00:04:07.470 --> 00:04:10.300 and they're denser and cooler than the asthenosphere. 00:04:10.300 --> 00:04:13.030 Because the asthenosphere is also pretty solid, 00:04:13.030 --> 00:04:14.800 the plates rest on top of it. 00:04:14.800 --> 00:04:17.170 However, the asthenosphere is so hot 00:04:17.170 --> 00:04:18.980 that it can behave a bit like clay. 00:04:18.980 --> 00:04:21.170 This means that at convergent boundaries, 00:04:21.170 --> 00:04:24.220 the edges of the plates can sink into the asthenosphere, 00:04:24.220 --> 00:04:27.140 a process that is driven by gravity. 00:04:27.140 --> 00:04:30.290 So even though you'd win in a race against a tectonic plate, 00:04:30.290 --> 00:04:33.110 the plate will still keep on moving millions of years 00:04:33.110 --> 00:04:35.423 after you've declared yourself to be the winner.

The solar system

https://www.youtube.com/watch?v=wTyqO-tfs7Q

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https://www.youtube.com/api/timedtext?v=wTyqO-tfs7Q&ei=uVWUZYPNGMXTxN8Pj4mRqAk&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245289&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=8FC99399D303D00470C92265FACB734D1D4D8DD1.912425387B506B39CB948DE27A0CA98455433B26&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.200 --> 00:00:04.390 - [Narrator] The Earth isn't flat, but the solar system is. 00:00:04.390 --> 00:00:06.950 About 4.6 billion years ago, 00:00:06.950 --> 00:00:08.840 the material that makes up our solar system 00:00:08.840 --> 00:00:10.500 was in the form of a nebula, 00:00:10.500 --> 00:00:14.470 which is pretty much a big cloud of gas and dust in space. 00:00:14.470 --> 00:00:17.510 Gravity flattened this material into a disc like this one 00:00:17.510 --> 00:00:19.800 and then pulled everything towards the center. 00:00:19.800 --> 00:00:21.960 Eventually, the pressure became so great 00:00:21.960 --> 00:00:23.320 that the star was formed. 00:00:23.320 --> 00:00:25.190 The sun, the remaining dust 00:00:25.190 --> 00:00:27.230 and gas particles collided with each other 00:00:27.230 --> 00:00:30.050 and eventually formed larger objects like Earth. 00:00:30.050 --> 00:00:32.650 Together, the sun and all the objects in space 00:00:32.650 --> 00:00:35.680 that as gravity keeps an orbit, make up our solar system. 00:00:35.680 --> 00:00:39.010 We call the biggest objects that orbit the sun, planets. 00:00:39.010 --> 00:00:41.020 Our solar system has eight of them; 00:00:41.020 --> 00:00:44.760 Mercury, Venus, Earth, Mars, Jupiter, 00:00:44.760 --> 00:00:47.470 Saturn, Uranus, and Neptune. 00:00:47.470 --> 00:00:51.080 These eight planets are divided by the asteroid belt. 00:00:51.080 --> 00:00:53.100 Asteroids are rocks that orbit the sun 00:00:53.100 --> 00:00:55.050 that are much smaller than planets 00:00:55.050 --> 00:00:57.210 and they're made up of nickel and iron. 00:00:57.210 --> 00:01:01.360 And unlike the planets, most asteroids aren't round. 00:01:01.360 --> 00:01:03.570 Beyond Neptune is the Oort cloud, 00:01:03.570 --> 00:01:05.940 a space at the very edge of the solar system 00:01:05.940 --> 00:01:09.110 that's filled with comets, which are like space snowballs 00:01:09.110 --> 00:01:11.090 that are made up of ice and dust. 00:01:11.090 --> 00:01:13.150 Sometimes comets enter the inner part 00:01:13.150 --> 00:01:15.400 of our solar system and can even be seen from Earth 00:01:15.400 --> 00:01:17.860 with long tails of ionized gases. 00:01:17.860 --> 00:01:19.520 One of the most famous comets 00:01:19.520 --> 00:01:20.730 is Halley's comet, 00:01:20.730 --> 00:01:24.010 which only comes near Earth every 75 years or so. 00:01:24.010 --> 00:01:26.283 Be on the lookout for it in 2061. 00:01:27.200 --> 00:01:29.290 The four planets on the side of the asteroid belt, 00:01:29.290 --> 00:01:31.640 closer to the sun, are called the inner 00:01:31.640 --> 00:01:33.320 or terrestrial planets. 00:01:33.320 --> 00:01:36.500 The word terrestrial comes from the Latin word for Earth. 00:01:36.500 --> 00:01:39.520 Terrestrial planets have solid, rocky surfaces, 00:01:39.520 --> 00:01:43.810 thin atmospheres, few or no moons and no rings. 00:01:43.810 --> 00:01:45.190 The closest planet to the sun 00:01:45.190 --> 00:01:46.770 is called Mercury. 00:01:46.770 --> 00:01:49.150 It's the smallest planet in the solar system 00:01:49.150 --> 00:01:51.420 and it doesn't have any moons. 00:01:51.420 --> 00:01:53.110 Next, there's Venus. 00:01:53.110 --> 00:01:54.950 It's the closest planet to Earth 00:01:54.950 --> 00:01:57.530 and like Mercury, it doesn't have a moon. 00:01:57.530 --> 00:02:00.530 Venus shines bright in the sky, like a star. 00:02:00.530 --> 00:02:02.520 It's about the same size as Earth, 00:02:02.520 --> 00:02:04.610 but you wouldn't wanna live on it. 00:02:04.610 --> 00:02:06.950 It's the hottest planet in the solar system 00:02:06.950 --> 00:02:09.180 and its atmosphere contains an unbreathable mixture 00:02:09.180 --> 00:02:11.820 of carbon dioxide and sulfuric acid. 00:02:11.820 --> 00:02:14.340 Next is our home planet, Earth. 00:02:14.340 --> 00:02:17.220 Earth is the only planet known to have life on it. 00:02:17.220 --> 00:02:20.570 The last terrestrial planet in our solar system is Mars. 00:02:20.570 --> 00:02:23.750 Mars has a very thin atmosphere of carbon dioxide 00:02:23.750 --> 00:02:25.570 and it has two moons. 00:02:25.570 --> 00:02:28.100 We've sent robots called rovers to Mars 00:02:28.100 --> 00:02:30.460 in order to explore the planet surface. 00:02:30.460 --> 00:02:32.610 The planets on the other side of the asteroid belt 00:02:32.610 --> 00:02:34.460 are called the outer planets. 00:02:34.460 --> 00:02:37.460 And unlike the inner planets, they're not made out of rock, 00:02:37.460 --> 00:02:40.000 instead, they're made out of gases and liquids 00:02:40.000 --> 00:02:42.480 and they have many moons and rings 00:02:42.480 --> 00:02:44.210 and they're much, much colder 00:02:44.210 --> 00:02:47.100 and much, much bigger than the terrestrial planets. 00:02:47.100 --> 00:02:49.570 For instance, the planet Jupiter is so big 00:02:49.570 --> 00:02:52.840 that it could fit about 1,300 Earths inside of it. 00:02:52.840 --> 00:02:55.290 We call Jupiter a gas giant, because, 00:02:55.290 --> 00:02:58.500 you guessed it, it's giant and made up of gas. 00:02:58.500 --> 00:03:01.580 Its atmosphere is mostly made up of hydrogen and helium. 00:03:01.580 --> 00:03:04.060 It has more than 50 moons. 00:03:04.060 --> 00:03:06.380 One of Jupiter's moons, Ganymede, 00:03:06.380 --> 00:03:09.320 is bigger by volume than the planet Mercury is. 00:03:09.320 --> 00:03:12.060 Jupiter spins really fast on its axis. 00:03:12.060 --> 00:03:13.560 This means that a day on Jupiter 00:03:13.560 --> 00:03:16.030 is a little less than 10 hours long. 00:03:16.030 --> 00:03:18.470 If you travel another 650 million kilometers 00:03:18.470 --> 00:03:20.710 or so from Jupiter, you'd see Saturn, 00:03:20.710 --> 00:03:22.330 another gas giant. 00:03:22.330 --> 00:03:25.620 In 1610, Galileo Galilei became the first person 00:03:25.620 --> 00:03:27.110 to see Saturn's rings. 00:03:27.110 --> 00:03:29.230 Because his telescope wasn't strong enough, 00:03:29.230 --> 00:03:30.820 he couldn't tell what they were. 00:03:30.820 --> 00:03:33.440 He thought it looked like the planet had ears. 00:03:33.440 --> 00:03:36.230 Even though Saturn's rings look smooth from a distance, 00:03:36.230 --> 00:03:38.720 they're actually made out of rocks and pieces of ice 00:03:38.720 --> 00:03:39.670 that orbit the planet 00:03:39.670 --> 00:03:42.020 because of Saturn's gravitational pull. 00:03:42.020 --> 00:03:44.000 The next planet is called Uranus. 00:03:44.000 --> 00:03:45.430 It's the sideways planet. 00:03:45.430 --> 00:03:47.810 Uranus has smaller rings than Saturn does 00:03:47.810 --> 00:03:49.540 and it's so far away from the Earth 00:03:49.540 --> 00:03:51.610 that we can only see it with a telescope. 00:03:51.610 --> 00:03:52.940 Even farther away from Earth, 00:03:52.940 --> 00:03:55.600 is the big and blue planet, Neptune. 00:03:55.600 --> 00:03:57.860 Because Neptune is so far away from the sun, 00:03:57.860 --> 00:03:59.560 it's really cold here. 00:03:59.560 --> 00:04:00.900 The average temperature of Neptune 00:04:00.900 --> 00:04:04.070 is about negative 214 degree Celsius. 00:04:04.070 --> 00:04:06.680 It's also the windiest planet in our solar system 00:04:06.680 --> 00:04:09.840 with winds going at more than 2000 kilometers per hour. 00:04:09.840 --> 00:04:12.140 So if you ever visit, bundle up. 00:04:12.140 --> 00:04:14.270 The planets don't all take the same amount of time 00:04:14.270 --> 00:04:15.270 to orbit the sun. 00:04:15.270 --> 00:04:17.300 For example, it takes Jupiter 12 years 00:04:17.300 --> 00:04:19.420 to orbit the sun just once. 00:04:19.420 --> 00:04:20.620 And the same amount of time, 00:04:20.620 --> 00:04:23.810 Mercury has already orbited the sun nearly 50 times 00:04:23.810 --> 00:04:26.480 and Neptune hasn't even made it around once. 00:04:26.480 --> 00:04:28.190 Although humans have visited the moon, 00:04:28.190 --> 00:04:30.050 we haven't built a rocket ship that can allow us 00:04:30.050 --> 00:04:31.750 to visit our neighboring planets yet. 00:04:31.750 --> 00:04:33.730 We've been able to learn more about our solar system 00:04:33.730 --> 00:04:35.670 by using other kinds of technology. 00:04:35.670 --> 00:04:37.570 Humans have built incredible telescopes 00:04:37.570 --> 00:04:40.610 that allow us to see into our solar system and beyond, 00:04:40.610 --> 00:04:42.620 and we've sent probes to other planets 00:04:42.620 --> 00:04:44.530 and captured stunning images. 00:04:44.530 --> 00:04:46.190 Even with all this research, 00:04:46.190 --> 00:04:48.150 scientists are still learning new things 00:04:48.150 --> 00:04:49.080 about our solar system 00:04:49.080 --> 00:04:51.160 and its place in the rest of the universe. 00:04:51.160 --> 00:04:53.590 So maybe one day you could help solve some 00:04:53.590 --> 00:04:55.690 of the solar system's great mysteries too.

Solar eclipses

https://www.youtube.com/watch?v=cVh7sTN-uNc

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https://www.youtube.com/api/timedtext?v=cVh7sTN-uNc&ei=uVWUZfKrH6a4mLAPxNK6uAI&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245289&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=673E8ECE48D1497631F8FC62A50EB41C83426BAD.C76F11397B500444BB6B9EE9468A448D073109CD&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.000 --> 00:00:01.900 - [Narrator] Have you ever been minding your own business 00:00:01.900 --> 00:00:04.590 enjoying the sun when someone steps in front of you 00:00:04.590 --> 00:00:06.350 and blocks your sunlight? 00:00:06.350 --> 00:00:09.200 This is pretty much what happens during a solar eclipse 00:00:09.200 --> 00:00:11.430 except on a planetary scale. 00:00:11.430 --> 00:00:13.180 As earth revolves around the sun, 00:00:13.180 --> 00:00:15.300 the moon revolves around earth too. 00:00:15.300 --> 00:00:19.010 Once in a while, the sun, the moon and earth all line up 00:00:19.010 --> 00:00:21.280 so that the moon shadow falls onto earth 00:00:21.280 --> 00:00:23.440 causing a solar eclipse. 00:00:23.440 --> 00:00:26.010 During a solar eclipse, the moon blocks the sun's light 00:00:26.010 --> 00:00:28.070 and energy from reaching part of earth. 00:00:28.070 --> 00:00:30.800 So how does a solar eclipse appear from earth? 00:00:30.800 --> 00:00:33.590 Well, if you're standing in the center of the moon's shadow, 00:00:33.590 --> 00:00:34.620 you'd see the moon appear 00:00:34.620 --> 00:00:36.810 to completely cover the sun's disk. 00:00:36.810 --> 00:00:39.410 This is called a total solar eclipse. 00:00:39.410 --> 00:00:41.560 There are other types of solar eclipses 00:00:41.560 --> 00:00:42.560 but we're going to focus 00:00:42.560 --> 00:00:45.090 on total solar eclipses in this video. 00:00:45.090 --> 00:00:47.650 During a total solar eclipse, the outermost layer 00:00:47.650 --> 00:00:51.120 of the sun's atmosphere called its corona is visible. 00:00:51.120 --> 00:00:54.450 On a non-solar eclipse day, the Corona is invisible to us 00:00:54.450 --> 00:00:56.190 because we can't see past the bright light 00:00:56.190 --> 00:00:57.480 from the sun's surface. 00:00:57.480 --> 00:00:59.560 Remember to never stare or look at the sun 00:00:59.560 --> 00:01:02.430 with your naked eye, binoculars or a telescope. 00:01:02.430 --> 00:01:04.790 Looking even for a few seconds can cause severe 00:01:04.790 --> 00:01:06.280 and permanent eye damage. 00:01:06.280 --> 00:01:08.840 Just because you can't look directly at the sun doesn't mean 00:01:08.840 --> 00:01:10.930 that you can't enjoy watching a solar eclipse, though. 00:01:10.930 --> 00:01:14.070 You can watch the eclipse in action through a pinhole viewer 00:01:14.070 --> 00:01:16.930 or ultraviolet ray blocking solar eclipse glasses. 00:01:16.930 --> 00:01:19.620 If you're in the moon shadow during a total solar eclipse, 00:01:19.620 --> 00:01:22.440 you might also notice a drop in temperature. 00:01:22.440 --> 00:01:25.950 On average, the temperature drops about 5.5 degree Celsius 00:01:25.950 --> 00:01:27.510 during a total solar eclipse. 00:01:27.510 --> 00:01:29.430 This is because the moon block solar energy 00:01:29.430 --> 00:01:31.000 from reaching earth. 00:01:31.000 --> 00:01:34.090 Total solar eclipses last only a few minutes. 00:01:34.090 --> 00:01:37.470 This is because the moon is always revolving around earth. 00:01:37.470 --> 00:01:40.480 As the moon keeps on moving, the sun starts to reappear 00:01:40.480 --> 00:01:42.720 around the moon and eventually the sun returns 00:01:42.720 --> 00:01:45.010 to its usual round and sunny self. 00:01:45.010 --> 00:01:46.270 But how is it even possible 00:01:46.270 --> 00:01:48.890 for the moon to appear to block the sun in the first place? 00:01:48.890 --> 00:01:51.030 The sun and the moon aren't the same size. 00:01:51.030 --> 00:01:52.600 In fact, the sun is so big 00:01:52.600 --> 00:01:56.100 that 64.3 million moons could fit inside of it. 00:01:56.100 --> 00:01:59.340 However, coincidentally, the sun is far enough away 00:01:59.340 --> 00:02:01.530 that the moon and the sun appear to us earthlings 00:02:01.530 --> 00:02:03.690 to be the same size in the sky. 00:02:03.690 --> 00:02:05.710 So when the moon moves between the sun and earth 00:02:05.710 --> 00:02:07.100 during a total solar eclipse, 00:02:07.100 --> 00:02:08.020 it appears from earth 00:02:08.020 --> 00:02:11.070 to cover the disk of the sun almost exactly. 00:02:11.070 --> 00:02:13.690 Total solar eclipses like all solar eclipses 00:02:13.690 --> 00:02:16.410 happen only during a new moon which is the only time 00:02:16.410 --> 00:02:18.140 in the moon's orbit where the moon is located 00:02:18.140 --> 00:02:19.730 between the sun and earth. 00:02:19.730 --> 00:02:22.730 Solar eclipses don't happen every new moon though. 00:02:22.730 --> 00:02:23.700 Most of the time, 00:02:23.700 --> 00:02:26.700 the moon, earth and the sun are not lined up. 00:02:26.700 --> 00:02:28.610 This is because the plane of the moon's orbit 00:02:28.610 --> 00:02:30.960 around earth is at a different angle than the plane 00:02:30.960 --> 00:02:32.530 of Earth's orbit around the sun. 00:02:32.530 --> 00:02:34.750 This means that the moon's shadow is usually too high 00:02:34.750 --> 00:02:37.290 or too low to hit earth and cause an eclipse. 00:02:37.290 --> 00:02:39.440 Total solar eclipses won't be visible from earth 00:02:39.440 --> 00:02:41.570 in about 600 million years. 00:02:41.570 --> 00:02:44.620 This is because the moon's orbit is gradually getting bigger 00:02:44.620 --> 00:02:45.500 with the moon moving 00:02:45.500 --> 00:02:48.250 about four centimeters away from earth each year. 00:02:48.250 --> 00:02:50.970 So one day the moon will appear to be too small 00:02:50.970 --> 00:02:53.600 in the sky to entirely block the sun's light. 00:02:53.600 --> 00:02:55.520 Total solar eclipses take place on earth 00:02:55.520 --> 00:02:57.020 every 18 months or so, 00:02:57.020 --> 00:02:59.030 but sometimes they're only visible from the middle 00:02:59.030 --> 00:03:00.860 of an ocean or a desert. 00:03:00.860 --> 00:03:01.693 If you're curious 00:03:01.693 --> 00:03:03.740 about when the next total solar eclipse will happen near you 00:03:03.740 --> 00:03:04.920 look it up online. 00:03:04.920 --> 00:03:06.260 Scientists are able to calculate 00:03:06.260 --> 00:03:08.810 when solar eclipses will happen centuries in advance. 00:03:08.810 --> 00:03:11.150 So you can start planning far ahead. 00:03:11.150 --> 00:03:12.480 Personally, I'll need to travel 00:03:12.480 --> 00:03:14.900 if I want to see a total solar eclipse anytime soon 00:03:14.900 --> 00:03:16.080 because the next one visible 00:03:16.080 --> 00:03:19.613 in my hometown is on September 14th, 2099.

Global winds and currents

https://www.youtube.com/watch?v=jjEfDULyEOg

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WEBVTT Kind: captions Language: en 00:00:00.360 --> 00:00:01.950 - [Instructor] One of my favorite things to do 00:00:01.950 --> 00:00:02.980 is go camping. 00:00:02.980 --> 00:00:05.840 For me, there's nothing better than getting outside, 00:00:05.840 --> 00:00:07.400 breathing in some fresh air 00:00:07.400 --> 00:00:09.940 and taking a swim in my favorite river. 00:00:09.940 --> 00:00:11.520 Have you ever jumped into a river 00:00:11.520 --> 00:00:13.870 and felt that the deeper, cooler water 00:00:13.870 --> 00:00:16.040 closer to your feet was moving faster 00:00:16.040 --> 00:00:18.880 than the shallow, warmer water at your knees? 00:00:18.880 --> 00:00:20.130 That's a current, 00:00:20.130 --> 00:00:22.040 which is the a word we use to describe 00:00:22.040 --> 00:00:23.760 how water or even air 00:00:23.760 --> 00:00:26.830 flows within a larger body of water or air, 00:00:26.830 --> 00:00:28.790 but what causes a current? 00:00:28.790 --> 00:00:30.920 Well, let's start with the Sun. 00:00:30.920 --> 00:00:33.750 The Sun actually heats Earth unevenly. 00:00:33.750 --> 00:00:35.940 We know that it's hotter near the equator 00:00:35.940 --> 00:00:39.050 and it gets colder as you go towards the poles. 00:00:39.050 --> 00:00:40.040 Near the equator, 00:00:40.040 --> 00:00:43.260 the Sun's rays hit Earth surface more directly, 00:00:43.260 --> 00:00:44.750 while near the poles, 00:00:44.750 --> 00:00:47.800 the Sun's rays hit Earth surface less directly. 00:00:47.800 --> 00:00:48.750 In both regions, 00:00:48.750 --> 00:00:51.270 the same amount of solar energy is heading Earth, 00:00:51.270 --> 00:00:54.540 but near the equator, this energy is concentrated 00:00:54.540 --> 00:00:56.010 into a smaller area 00:00:56.010 --> 00:00:59.380 and near the poles it's spread out over a larger area. 00:00:59.380 --> 00:01:02.840 So the regions near the equator get more solar energy, 00:01:02.840 --> 00:01:04.360 which makes them warmer 00:01:04.360 --> 00:01:07.420 and the regions near the poles get less solar energy, 00:01:07.420 --> 00:01:08.713 which makes them cooler. 00:01:10.040 --> 00:01:13.490 This uneven heating at Earth also affects air pressure, 00:01:13.490 --> 00:01:15.710 where it's cooler near the poles, 00:01:15.710 --> 00:01:19.440 cool air will sink making the air pressure high, 00:01:19.440 --> 00:01:21.770 but where it's warmer near the equator, 00:01:21.770 --> 00:01:25.180 warm air will rise resulting in low pressure. 00:01:25.180 --> 00:01:27.300 This is where the terms low-pressure cells 00:01:27.300 --> 00:01:29.430 and high-pressure cells come from. 00:01:29.430 --> 00:01:31.930 The low-pressure warmer air at the equator 00:01:31.930 --> 00:01:34.580 rises into the upper atmosphere where it cools 00:01:34.580 --> 00:01:36.950 and flows away towards higher latitudes 00:01:36.950 --> 00:01:38.710 away from the equator. 00:01:38.710 --> 00:01:40.640 Because the air is now cooler, 00:01:40.640 --> 00:01:41.900 it starts to sink again 00:01:41.900 --> 00:01:45.460 and creates a high-pressure band near these latitudes. 00:01:45.460 --> 00:01:47.460 This process repeats and creates a pattern 00:01:47.460 --> 00:01:48.950 of high and low-pressure bands 00:01:48.950 --> 00:01:50.683 from the equator to the poles. 00:01:51.940 --> 00:01:54.360 We know that air flows from areas of high pressure 00:01:54.360 --> 00:01:56.200 to areas of low pressure. 00:01:56.200 --> 00:01:59.050 This creates air occurrence or winds. 00:01:59.050 --> 00:02:00.520 Now you might think that these winds 00:02:00.520 --> 00:02:01.840 would blow in straight lines 00:02:01.840 --> 00:02:03.890 from high to low-pressure areas. 00:02:03.890 --> 00:02:05.890 But the global wind patterns, 00:02:05.890 --> 00:02:07.700 which we call prevailing winds, 00:02:07.700 --> 00:02:10.640 look like they curved the right in the Northern Hemisphere 00:02:10.640 --> 00:02:12.990 and to the left in the Southern Hemisphere. 00:02:12.990 --> 00:02:15.860 This curving has to do with the rotation of Earth 00:02:15.860 --> 00:02:17.823 and is called the Coriolis effect. 00:02:19.750 --> 00:02:21.210 As these prevailing winds 00:02:21.210 --> 00:02:23.870 blow across the surface of the land and water, 00:02:23.870 --> 00:02:26.120 they also pushed against the surface of the ocean 00:02:26.120 --> 00:02:28.630 and produce wind-driven surface currents, 00:02:28.630 --> 00:02:30.960 which helped to move ocean water. 00:02:30.960 --> 00:02:32.270 Here's what the global pattern 00:02:32.270 --> 00:02:34.363 of ocean surface currents looks like. 00:02:35.350 --> 00:02:36.610 Like wind currents, 00:02:36.610 --> 00:02:38.770 ocean surface currents are also curved 00:02:38.770 --> 00:02:40.720 due to the Coriolis effect. 00:02:40.720 --> 00:02:42.060 We can see that in these currents 00:02:42.060 --> 00:02:44.150 that are traveling north and south, 00:02:44.150 --> 00:02:46.480 which curved to the right in the Northern Hemisphere 00:02:46.480 --> 00:02:49.160 and to the left in the Southern Hemisphere. 00:02:49.160 --> 00:02:51.810 Together as these surface currents of the ocean connect, 00:02:51.810 --> 00:02:53.940 they formed giant rotating systems 00:02:53.940 --> 00:02:56.150 of ocean currents called gyres. 00:02:56.150 --> 00:02:57.640 The currents that drive these gyres 00:02:57.640 --> 00:02:59.850 extend from the surface to about one kilometer 00:02:59.850 --> 00:03:01.060 down into the ocean 00:03:01.060 --> 00:03:04.030 and helped move water all around the globe. 00:03:04.030 --> 00:03:06.340 But these gyres aren't just moving water, 00:03:06.340 --> 00:03:08.440 they're moving heat energy as well. 00:03:08.440 --> 00:03:10.720 Water is pretty good at holding onto heat 00:03:10.720 --> 00:03:12.400 it absorbs from the Sun. 00:03:12.400 --> 00:03:15.410 So as the water in our oceans moves around the world 00:03:15.410 --> 00:03:17.230 through this gyre circulation, 00:03:17.230 --> 00:03:19.600 the water also carries heat. 00:03:19.600 --> 00:03:21.760 Here, warm water generally moves 00:03:21.760 --> 00:03:23.680 from the equator to the poles 00:03:23.680 --> 00:03:26.563 and cold water moves from the poles to the equator. 00:03:27.980 --> 00:03:30.470 But the ocean has other deeper currents 00:03:30.470 --> 00:03:33.900 that are affected by differences in temperature and density. 00:03:33.900 --> 00:03:36.390 Remember how we talked about areas heated directly 00:03:36.390 --> 00:03:38.260 and less directly by the Sun? 00:03:38.260 --> 00:03:41.430 And how that results in low and high-pressure areas? 00:03:41.430 --> 00:03:43.960 Same thing with water, except that water density 00:03:43.960 --> 00:03:46.870 is affected by both temperature and salinity, 00:03:46.870 --> 00:03:49.410 which is a measure of how salty the ocean is. 00:03:49.410 --> 00:03:51.810 Cooler and saltier water is more dense, 00:03:51.810 --> 00:03:54.420 so it tends to sink, just like cool air. 00:03:54.420 --> 00:03:57.310 Whereas warmer and less salty water is less dense 00:03:57.310 --> 00:03:59.740 and tends to rise, just like warm air. 00:03:59.740 --> 00:04:02.050 So with these deeper ocean currents, 00:04:02.050 --> 00:04:05.180 water actually moves vertically or up and down. 00:04:05.180 --> 00:04:08.820 For example, water near the poles gets very cold. 00:04:08.820 --> 00:04:12.230 It also gets very salty, because when sea ice is formed, 00:04:12.230 --> 00:04:14.440 the salt can't go into the ice. 00:04:14.440 --> 00:04:17.360 Instead, the salt stays behind in the water 00:04:17.360 --> 00:04:20.890 and so the water gets saltier or more saline. 00:04:20.890 --> 00:04:23.290 Together, the coldness and salinity 00:04:23.290 --> 00:04:24.980 makes the water very dense 00:04:24.980 --> 00:04:28.010 causing it to sink deep into the ocean. 00:04:28.010 --> 00:04:29.710 And other parts of the ocean, 00:04:29.710 --> 00:04:32.060 wind drags deep water up to the surface 00:04:32.060 --> 00:04:34.120 and a process called upwelling. 00:04:34.120 --> 00:04:35.860 These vertical currents are connected 00:04:35.860 --> 00:04:39.723 by horizontal currents at the surface and in the deep ocean. 00:04:40.780 --> 00:04:41.730 Collectively, 00:04:41.730 --> 00:04:43.440 this system of currents is known 00:04:43.440 --> 00:04:45.650 as the overturning circulation. 00:04:45.650 --> 00:04:46.840 You might also hear it called 00:04:46.840 --> 00:04:49.030 the global ocean conveyor belts. 00:04:49.030 --> 00:04:52.070 So here's a map showing the overturning circulation. 00:04:52.070 --> 00:04:54.080 This map might look a little bit strange, 00:04:54.080 --> 00:04:56.960 but here we're looking at Earth from the South Pole. 00:04:56.960 --> 00:04:59.440 So Australia and the southern tips of Africa 00:04:59.440 --> 00:05:02.540 and South America are closes to the center of the map, 00:05:02.540 --> 00:05:05.260 while Europe, most of Asia and North America 00:05:05.260 --> 00:05:07.320 are at the edges. 00:05:07.320 --> 00:05:09.290 Now, if you follow the currents 00:05:09.290 --> 00:05:11.380 in the overturning circulation, 00:05:11.380 --> 00:05:14.690 you can see that they flow all over the world's oceans. 00:05:14.690 --> 00:05:17.060 From the southern ocean around the South Pole, 00:05:17.060 --> 00:05:19.050 to the Pacific, the Indian 00:05:19.050 --> 00:05:21.590 and all the way into the North Atlantic. 00:05:21.590 --> 00:05:24.000 Like the currents in the gyre circulation, 00:05:24.000 --> 00:05:26.060 the currents in the overturning circulation 00:05:26.060 --> 00:05:30.303 also carry and disperse heat energy all around the world. 00:05:30.303 --> 00:05:33.880 Here I am, back in my favorite river, waiting around 00:05:33.880 --> 00:05:37.420 and enjoying currents of cool water flowing around my feet. 00:05:37.420 --> 00:05:39.641 And even though this river is small, 00:05:39.641 --> 00:05:41.460 the currents that flow through it 00:05:41.460 --> 00:05:43.730 are similar to the global wind and ocean currents 00:05:43.730 --> 00:05:45.810 that flow all around the world. 00:05:45.810 --> 00:05:49.360 So these currents connect in our atmosphere and oceans, 00:05:49.360 --> 00:05:51.850 which means that we are all connected. 00:05:51.850 --> 00:05:54.273 So currents connect us all.

Weather

https://www.youtube.com/watch?v=U5ikrkOGio0

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https://www.youtube.com/api/timedtext?v=U5ikrkOGio0&ei=uVWUZarhEp_QxN8Prsua8A8&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245289&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=3227ED311377A4F1D2615913D230D01FF3F0ED74.04CB9EEB22724B7D507992320CDC43B8499BEC4E&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.130 --> 00:00:01.810 - [Narrator] Have you ever gotten up in a good mood, 00:00:01.810 --> 00:00:03.880 put on your absolute favorite outfit, 00:00:03.880 --> 00:00:06.110 went outside to have a fun day in the sun, 00:00:06.110 --> 00:00:07.690 and then ended up soaking wet, 00:00:07.690 --> 00:00:09.760 caught in a sudden rainstorm? 00:00:09.760 --> 00:00:11.150 Yeah, same. 00:00:11.150 --> 00:00:13.500 Unfortunately, we can't control the weather. 00:00:13.500 --> 00:00:14.880 Weather changes from day to day 00:00:14.880 --> 00:00:15.910 and from place to place, 00:00:15.910 --> 00:00:18.300 so scientists have to consider a lot of different factors 00:00:18.300 --> 00:00:19.800 to understand it. 00:00:19.800 --> 00:00:21.520 Weather can refer to humidity, 00:00:21.520 --> 00:00:23.520 or amount of water vapor in the air, 00:00:23.520 --> 00:00:24.430 temperature, 00:00:24.430 --> 00:00:25.400 air pressure, 00:00:25.400 --> 00:00:26.233 wind, 00:00:26.233 --> 00:00:29.390 and, of course, precipitation like rain or snow. 00:00:29.390 --> 00:00:31.860 When heat from the sun enters Earth's lower atmosphere, 00:00:31.860 --> 00:00:34.540 it affects the temperature and humidity of the air. 00:00:34.540 --> 00:00:35.810 As this National Aeronautics 00:00:35.810 --> 00:00:38.040 and Space Administration map shows, 00:00:38.040 --> 00:00:39.740 air masses with certain characteristics 00:00:39.740 --> 00:00:41.640 tend to form in similar places. 00:00:41.640 --> 00:00:43.600 There's many ways to classify these air masses, 00:00:43.600 --> 00:00:44.760 but to keep it simple, 00:00:44.760 --> 00:00:46.710 these blue blobs represent colder air masses, 00:00:46.710 --> 00:00:48.410 which tend to be closer to the poles, 00:00:48.410 --> 00:00:50.800 and the red blobs represent warm air masses, 00:00:50.800 --> 00:00:52.380 which are often found near the equator, 00:00:52.380 --> 00:00:54.830 where the sun's energy is strongest. 00:00:54.830 --> 00:00:55.920 The qualities of an air mass 00:00:55.920 --> 00:00:57.950 may also depend on where it forms. 00:00:57.950 --> 00:01:00.680 Air masses that form over land tend to have less humidity 00:01:00.680 --> 00:01:03.170 than those that form over an ocean. 00:01:03.170 --> 00:01:06.430 Air masses can even change characteristics as they move. 00:01:06.430 --> 00:01:08.780 For example, when a very cold and dry air mass 00:01:08.780 --> 00:01:09.810 moves over the ocean, 00:01:09.810 --> 00:01:11.620 it will likely pick up warmth and moisture, 00:01:11.620 --> 00:01:13.630 transforming it into a slightly warmer 00:01:13.630 --> 00:01:14.943 and more humid air mass. 00:01:15.860 --> 00:01:17.380 Weather results from these air masses 00:01:17.380 --> 00:01:19.380 moving from areas with high air pressure 00:01:19.380 --> 00:01:21.600 to areas with low air pressure. 00:01:21.600 --> 00:01:22.460 When this happens, 00:01:22.460 --> 00:01:25.350 a high- or low-pressure system can form. 00:01:25.350 --> 00:01:28.060 A high-pressure system has higher pressure at its center 00:01:28.060 --> 00:01:29.460 than the areas around it, 00:01:29.460 --> 00:01:31.630 so air moves out from the center. 00:01:31.630 --> 00:01:34.800 High-pressure systems typically bring clear skies. 00:01:34.800 --> 00:01:37.290 A low-pressure system has lower pressure at its center 00:01:37.290 --> 00:01:38.610 than the areas around it, 00:01:38.610 --> 00:01:41.640 so air is sucked into the center of the system. 00:01:41.640 --> 00:01:45.150 Low-pressure systems typically bring more intense weather. 00:01:45.150 --> 00:01:46.600 Why is this? 00:01:46.600 --> 00:01:48.140 Well, low-pressure systems 00:01:48.140 --> 00:01:51.020 are often associated with what we call fronts. 00:01:51.020 --> 00:01:52.610 A front is a boundary that forms 00:01:52.610 --> 00:01:54.530 when air masses of different temperatures collide 00:01:54.530 --> 00:01:56.080 near Earth's surface. 00:01:56.080 --> 00:01:57.500 Different types of fronts can then form 00:01:57.500 --> 00:01:59.960 depending on how those air masses meet. 00:01:59.960 --> 00:02:01.070 A warm front occurs 00:02:01.070 --> 00:02:04.240 when a warm air mass moves in to a replace a cold air mass. 00:02:04.240 --> 00:02:06.340 Since warm air is less dense than cold air, 00:02:06.340 --> 00:02:08.060 it rises above the colder air, 00:02:08.060 --> 00:02:11.170 causing a lot of overcast skies, moderate rain or snow, 00:02:11.170 --> 00:02:13.110 and warm temperatures. 00:02:13.110 --> 00:02:15.590 A cold front occurs when a cold air mass moves in 00:02:15.590 --> 00:02:17.460 to replace a warm air mass. 00:02:17.460 --> 00:02:20.800 The dense cold air pushes the warmer air mass upward, 00:02:20.800 --> 00:02:22.690 causing larger clouds to build overhead 00:02:22.690 --> 00:02:24.610 and bringing heavy rain or thunderstorms, 00:02:24.610 --> 00:02:27.640 strong winds, and cool temperatures with them. 00:02:27.640 --> 00:02:29.050 Weather is so complex 00:02:29.050 --> 00:02:31.750 that it can be difficult to predict what will happen next. 00:02:31.750 --> 00:02:33.870 Luckily, scientists have developed technologies 00:02:33.870 --> 00:02:35.380 that help model weather patterns 00:02:35.380 --> 00:02:37.080 so we can all make more informed choices 00:02:37.080 --> 00:02:39.470 about what to expect when we go outside. 00:02:39.470 --> 00:02:40.790 To do that, they set up tools 00:02:40.790 --> 00:02:42.410 like satellites and Doppler radar 00:02:42.410 --> 00:02:44.320 to observe atmospheric conditions 00:02:44.320 --> 00:02:47.000 such as wind speed, temperature, air pressure, 00:02:47.000 --> 00:02:49.350 and nearby geographic features. 00:02:49.350 --> 00:02:51.710 They can input the data they record into computer models, 00:02:51.710 --> 00:02:54.970 which can use that information to predict future weather. 00:02:54.970 --> 00:02:56.530 Have you ever seen a map like this 00:02:56.530 --> 00:02:58.350 used in a weather forecast? 00:02:58.350 --> 00:03:01.210 This National Oceanic and Atmospheric Administration map 00:03:01.210 --> 00:03:03.420 uses data from a Doppler radar station 00:03:03.420 --> 00:03:05.360 that measured the progression of a severe storm 00:03:05.360 --> 00:03:07.630 over the Northeastern United States. 00:03:07.630 --> 00:03:09.470 The most intense central parts of the storm 00:03:09.470 --> 00:03:10.510 are shown in red, 00:03:10.510 --> 00:03:11.670 with colors down the rainbow 00:03:11.670 --> 00:03:15.250 representing progressively less intense parts of the storm. 00:03:15.250 --> 00:03:16.500 As technology has advanced, 00:03:16.500 --> 00:03:18.550 these weather reports have gotten more accurate, 00:03:18.550 --> 00:03:20.350 but with so many factors to consider 00:03:20.350 --> 00:03:22.800 weather is still only somewhat predictable. 00:03:22.800 --> 00:03:23.870 That's why you'll always hear 00:03:23.870 --> 00:03:25.600 probabilistic weather predictions, 00:03:25.600 --> 00:03:26.610 providing a percentage 00:03:26.610 --> 00:03:28.580 that refers to how confident the model is 00:03:28.580 --> 00:03:30.270 that the prediction will happen. 00:03:30.270 --> 00:03:31.680 If your local weather forecast 00:03:31.680 --> 00:03:34.100 says there's a 30% chance of rain, 00:03:34.100 --> 00:03:36.050 it's less likely, but still possible 00:03:36.050 --> 00:03:37.540 that you're going to get rain. 00:03:37.540 --> 00:03:40.430 If it says there's a 90% chance of snow on another day, 00:03:40.430 --> 00:03:42.740 you're most likely going to get snow. 00:03:42.740 --> 00:03:44.610 Even if weather predictions aren't perfect, 00:03:44.610 --> 00:03:46.990 it's amazing that scientists figured out how to understand 00:03:46.990 --> 00:03:49.200 such a complicated phenomenon. 00:03:49.200 --> 00:03:50.650 Without modern tools and models, 00:03:50.650 --> 00:03:52.790 it would be much more difficult for us to plan ahead 00:03:52.790 --> 00:03:55.140 and be prepared for possible weather hazards. 00:03:55.140 --> 00:03:56.870 Next time you have a fancy day out planned, 00:03:56.870 --> 00:03:59.310 be sure to check the weather forecast before you go. 00:03:59.310 --> 00:04:01.100 If it says there's a decent chance of rain, 00:04:01.100 --> 00:04:02.450 don't forget your umbrella.

Refraction and frequency

https://www.youtube.com/watch?v=1-36YqT8kqI

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https://www.youtube.com/api/timedtext?v=1-36YqT8kqI&ei=uVWUZb2qD6q3vdIP6IC8sAQ&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245289&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=96003F3FDDCB201EFA1B17F95C98814A85ED5A13.57B97DA155D61B2497B3125E741C566F095105D6&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.400 --> 00:00:02.730 - [Instructor] When light is going through a uniform medium, 00:00:02.730 --> 00:00:03.740 like the air, 00:00:03.740 --> 00:00:05.580 or as we know, light can go through a vacuum, 00:00:05.580 --> 00:00:06.740 so nothing at all, 00:00:06.740 --> 00:00:09.280 we imagine it going in a straight line, 00:00:09.280 --> 00:00:12.350 but we see something really interesting happening here. 00:00:12.350 --> 00:00:14.760 When it hits this glass prism, 00:00:14.760 --> 00:00:16.540 I know it just looks like a gray triangle to you, 00:00:16.540 --> 00:00:19.940 but imagine it as a triangular piece of glass, 00:00:19.940 --> 00:00:22.300 and it's hitting it at an angle. 00:00:22.300 --> 00:00:24.300 What this animation shows us 00:00:24.300 --> 00:00:27.670 is that the path of the light actually gets bent, 00:00:27.670 --> 00:00:29.740 and not only does it get bent, 00:00:29.740 --> 00:00:32.060 but the different frequencies of the light 00:00:32.060 --> 00:00:34.590 get bent by different amounts. 00:00:34.590 --> 00:00:36.300 Now, if you were to look at this with your eyes, 00:00:36.300 --> 00:00:38.610 you wouldn't be able to see the actual waves, 00:00:38.610 --> 00:00:41.260 like we're seeing in this diagram right over here. 00:00:41.260 --> 00:00:44.430 You would just see how your brain or how your mind 00:00:44.430 --> 00:00:46.420 perceives the various frequencies, 00:00:46.420 --> 00:00:48.790 and that's why they made the higher frequencies here 00:00:48.790 --> 00:00:50.970 more like a violet or a purple color, 00:00:50.970 --> 00:00:53.080 and that's why they made the lower frequencies here 00:00:53.080 --> 00:00:54.640 more of a red color, 00:00:54.640 --> 00:00:56.930 because that's how your brain or your mind 00:00:56.930 --> 00:00:58.120 would perceive them. 00:00:58.120 --> 00:01:00.810 But you can see as this light goes from, 00:01:00.810 --> 00:01:03.290 let's say the vacuum to this prism, 00:01:03.290 --> 00:01:05.200 to this crystal or this glass, 00:01:05.200 --> 00:01:08.520 the high-frequency light gets bent more, 00:01:08.520 --> 00:01:11.540 and the low-frequency light, which still gets bent, 00:01:11.540 --> 00:01:13.160 gets bent less, 00:01:13.160 --> 00:01:15.320 and then that essentially spreads out 00:01:15.320 --> 00:01:16.690 all of the wavelengths. 00:01:16.690 --> 00:01:18.010 When we have white light, 00:01:18.010 --> 00:01:20.760 it has all of the visible wavelengths in it, 00:01:20.760 --> 00:01:23.100 but when it hits a prism like this, 00:01:23.100 --> 00:01:25.480 if you imagine a triangular piece of glass or crystal 00:01:25.480 --> 00:01:26.870 and it hits it at an angle, 00:01:26.870 --> 00:01:28.900 well, then the different wavelengths spread out, 00:01:28.900 --> 00:01:31.410 and if you were to put a piece of paper here, 00:01:31.410 --> 00:01:33.350 you would see a rainbow, 00:01:33.350 --> 00:01:36.290 and that's actually how rainbows are formed. 00:01:36.290 --> 00:01:40.900 A bunch of water particles in the air refract light 00:01:40.900 --> 00:01:42.640 exactly like this. 00:01:42.640 --> 00:01:44.650 This process of when light goes 00:01:44.650 --> 00:01:47.960 from one transparent medium to another, or a vacuum, 00:01:47.960 --> 00:01:49.310 to some other medium 00:01:49.310 --> 00:01:52.180 that it can travel through that's transparent, 00:01:52.180 --> 00:01:54.760 if it hits it in an angle, it can get bent, 00:01:54.760 --> 00:01:56.810 which is what we called refraction. 00:01:56.810 --> 00:01:58.740 This is why when you look at a cup of water 00:01:58.740 --> 00:02:00.610 or at a pool at an angle, 00:02:00.610 --> 00:02:02.910 you're not seeing directly through the pool. 00:02:02.910 --> 00:02:04.523 The image gets distorted.

Creativity break: How can we combine ways of thinking in problem solving?

https://www.youtube.com/watch?v=jAyqOcNurGU

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https://www.youtube.com/api/timedtext?v=jAyqOcNurGU&ei=uVWUZcv4H4GimLAPtd0D&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245289&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=59429483C3FE523EAB276C544DD1612898F91085.24A11A939D640DAAF546F6D85D41B4BE87716FBC&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.639 --> 00:00:03.222 (upbeat music) 00:00:11.420 --> 00:00:14.360 - One of the newest ways of thinking about problem solving 00:00:14.360 --> 00:00:19.100 for me is something that my math professor would tell me. 00:00:19.100 --> 00:00:22.570 He would say don't be afraid to be stuck. 00:00:22.570 --> 00:00:25.130 And I think that a lot of the time 00:00:25.130 --> 00:00:27.640 when we are doing math and we get stuck, 00:00:27.640 --> 00:00:32.010 it's like sometimes you can feel like, wow, 00:00:32.010 --> 00:00:34.870 this is a reflection of me and my mathematical abilities. 00:00:34.870 --> 00:00:36.760 Maybe I shouldn't be doing math. 00:00:36.760 --> 00:00:38.060 But really a lot of the time 00:00:38.060 --> 00:00:40.840 it's just an indication that you need to spend more 00:00:40.840 --> 00:00:43.870 time doing the math or figuring out 00:00:43.870 --> 00:00:45.270 what the problem is exactly. 00:00:45.270 --> 00:00:48.000 If you haven't gotten stuck yet, then I mean, 00:00:48.000 --> 00:00:50.430 you probably will get stuck at some point. 00:00:50.430 --> 00:00:53.330 So being stuck is just a part of math 00:00:53.330 --> 00:00:57.280 and it's kind of learning what to do when 00:00:57.280 --> 00:01:01.700 you are stuck is a really big part of being creative 00:01:01.700 --> 00:01:05.100 in math and being able to solve problems in the future. 00:01:05.100 --> 00:01:10.100 - One example that I often use is I often try to 00:01:10.700 --> 00:01:15.700 solve problems both in the traditional algebraic way 00:01:16.780 --> 00:01:20.570 but I also try to visualize problems 00:01:20.570 --> 00:01:24.330 in 2D and 3D space to solve them more visually. 00:01:24.330 --> 00:01:27.020 And so I think the more ways 00:01:27.020 --> 00:01:29.970 that you can figure out how to solve a problem, 00:01:29.970 --> 00:01:32.470 the more ways that you can eventually 00:01:32.470 --> 00:01:35.220 save in your toolbox and use later on 00:01:35.220 --> 00:01:37.380 to solve other problems. 00:01:37.380 --> 00:01:40.120 - There's lots of different tools and resources 00:01:40.120 --> 00:01:43.520 like apps and puzzle games that are gonna help you 00:01:43.520 --> 00:01:45.470 think about problems in new ways 00:01:45.470 --> 00:01:48.380 and help develop that critical thinking that you 00:01:48.380 --> 00:01:50.560 need to be able to apply your skills 00:01:50.560 --> 00:01:52.900 to a lot of different areas. 00:01:52.900 --> 00:01:54.500 And sometimes even starting 00:01:54.500 --> 00:01:56.460 at the answer and working backwards 00:01:56.460 --> 00:01:59.250 through the problem can help you see a different way 00:01:59.250 --> 00:02:01.110 of getting to the answer. 00:02:01.110 --> 00:02:02.370 - Students can combine new ways 00:02:02.370 --> 00:02:03.820 of thinking about problem solving 00:02:03.820 --> 00:02:05.560 by trying to look at it from different angles. 00:02:05.560 --> 00:02:07.320 Anytime you approach a problem 00:02:07.320 --> 00:02:09.850 if you're just looking at it from your perspective, 00:02:09.850 --> 00:02:13.070 you're not gonna get a holistic view of the solution space. 00:02:13.070 --> 00:02:16.510 So try to have perspectives and look at the problem 00:02:16.510 --> 00:02:18.880 from multiple angles to understand 00:02:18.880 --> 00:02:20.730 all the ways in which it could be viewed. 00:02:20.730 --> 00:02:22.920 The more holistically you view a problem, 00:02:22.920 --> 00:02:24.470 the more paths you look at, 00:02:24.470 --> 00:02:25.840 the more efficient and effective 00:02:25.840 --> 00:02:27.340 you're gonna be at solving it.

Creativity break: What can we do to expand our creative skills?

https://www.youtube.com/watch?v=SFUG5KpIf_Q

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https://www.youtube.com/api/timedtext?v=SFUG5KpIf_Q&ei=uVWUZdP6FfqCp-oP-feOmAc&caps=asr&opi=112496729&xoaf=5&hl=en&ip=0.0.0.0&ipbits=0&expire=1704245289&sparams=ip%2Cipbits%2Cexpire%2Cv%2Cei%2Ccaps%2Copi%2Cxoaf&signature=7EB7B59AC8FC362904ADE520DF454F50DF426473.A2B1B7095F30D81E762137A8DC99178C31C48718&key=yt8&lang=en&name=Default&fmt=vtt

en

WEBVTT Kind: captions Language: en 00:00:00.451 --> 00:00:03.534 (light upbeat music) 00:00:06.412 --> 00:00:09.829 (keyboard keys clicking) 00:00:11.340 --> 00:00:12.540 - There are so many ways 00:00:12.540 --> 00:00:15.200 that you can expand your creative and math skills 00:00:15.200 --> 00:00:17.060 without even really realizing that you're doing it. 00:00:17.060 --> 00:00:20.810 Like for me, I'm a big board game fan 00:00:20.810 --> 00:00:25.270 and I realize that there's so many games that involve math 00:00:25.270 --> 00:00:28.350 and learning how to solve problems. 00:00:28.350 --> 00:00:32.480 And sometimes like, just when you're cooking. 00:00:32.480 --> 00:00:33.520 I love to bake. 00:00:33.520 --> 00:00:36.690 And so I feel like I'm constantly using like fractions 00:00:36.690 --> 00:00:38.630 and learning how to do proportions, 00:00:38.630 --> 00:00:40.980 just because I'm doing things that I love. 00:00:40.980 --> 00:00:43.380 So I feel like the best way to expand 00:00:43.380 --> 00:00:45.720 your mathematical and creative skills 00:00:45.720 --> 00:00:47.570 are just doing what you love to do 00:00:47.570 --> 00:00:50.460 because probably it has some kind of math in it 00:00:50.460 --> 00:00:52.980 and some kind of creativity. 00:00:52.980 --> 00:00:56.300 - Try to connect what you're learning to your real life. 00:00:56.300 --> 00:00:58.900 It's really easy to be in the classroom 00:00:58.900 --> 00:01:00.780 and think that it's siloed 00:01:00.780 --> 00:01:03.096 and it's orthogonal from the world around you. 00:01:03.096 --> 00:01:07.050 The more we can connect what we're learning in the classroom 00:01:07.050 --> 00:01:10.720 to our real life, either via sports or entertainment, 00:01:10.720 --> 00:01:13.210 politics, news, whatever. 00:01:13.210 --> 00:01:15.730 The connection that you make between math and your real life 00:01:15.730 --> 00:01:17.910 will really help you appreciate the skills 00:01:17.910 --> 00:01:20.850 and the methods and find ways to transfer them 00:01:20.850 --> 00:01:23.367 outside of just the classroom alone. 00:01:23.367 --> 00:01:26.450 (light upbeat music)

Creativity break: How are math and creativity changing the world?

https://www.youtube.com/watch?v=nFnRRdvaS9g

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en

WEBVTT Kind: captions Language: en 00:00:00.922 --> 00:00:03.422 (light music) 00:00:06.590 --> 00:00:09.590 (typewriter typing) 00:00:11.860 --> 00:00:13.970 - Maths underpins everything in our universe, 00:00:13.970 --> 00:00:17.570 so it impacts every corner of our society. 00:00:17.570 --> 00:00:19.760 But over the past decade in particular, 00:00:19.760 --> 00:00:22.200 the advances in computer technology 00:00:22.200 --> 00:00:24.390 and the introduction of machine learning 00:00:24.390 --> 00:00:27.690 and artificial intelligence has been massive. 00:00:27.690 --> 00:00:29.470 And we're only learning more and more 00:00:29.470 --> 00:00:32.030 and building better and better systems. 00:00:32.030 --> 00:00:33.920 And maths underpins all of that 00:00:33.920 --> 00:00:36.660 and it's fundamental to all of those systems. 00:00:36.660 --> 00:00:40.610 And in fact, computer science is inherently linear algebra, 00:00:40.610 --> 00:00:44.490 so it's really foundational to those scientific advances. 00:00:44.490 --> 00:00:46.100 - One relatively recent example 00:00:46.100 --> 00:00:49.350 that really inspired me was the first real photo 00:00:49.350 --> 00:00:53.170 that scientists were able to capture of a black hole, 00:00:53.170 --> 00:00:57.250 those mysterious remnants of giant stars that lurk 00:00:57.250 --> 00:00:58.920 all over the universe. 00:00:58.920 --> 00:01:01.670 And it is the way the scientists used creativity and math 00:01:01.670 --> 00:01:04.450 to solve the problem that was so fascinating. 00:01:04.450 --> 00:01:06.550 You see, these black holes are do distant 00:01:06.550 --> 00:01:09.590 that there is no single telescope that is large enough 00:01:09.590 --> 00:01:11.430 to be able to actually see them. 00:01:11.430 --> 00:01:14.300 And the scientists came up with this clever idea, 00:01:14.300 --> 00:01:17.580 creating a network of small telescopes distributed 00:01:17.580 --> 00:01:19.750 all across the globe that were synchronized 00:01:19.750 --> 00:01:24.040 to capture and focus the same object at the same time, 00:01:24.040 --> 00:01:26.880 creating a giant virtual telescope. 00:01:26.880 --> 00:01:29.570 Now, the aperture of this giant virtual telescope 00:01:29.570 --> 00:01:33.890 is nearly the same size as the diameter of the Earth. 00:01:33.890 --> 00:01:35.050 And with that in place, 00:01:35.050 --> 00:01:37.150 the scientists and engineers were able to capture 00:01:37.150 --> 00:01:39.000 all the bits and pieces of data 00:01:39.000 --> 00:01:41.440 and put it all together into the first image 00:01:41.440 --> 00:01:44.560 of a black hole that is 53 million light-years, 00:01:44.560 --> 00:01:48.830 which is 318 quintillion miles away. 00:01:48.830 --> 00:01:51.729 Now, that's an impressive use of creativity and maths. 00:01:51.729 --> 00:01:55.027 (light music continues)