The difference between screwing around and science is writing it down.
– Adam Savage
Mythbusters embodied the scientific method, but I do wish they’d stopped to actually properly explain it at some point. “Writing it down” is definitely part of the process, but it’s not the whole process. The whole process is what they actually did in most of their episodes:
- Make a prediction
- Design an experiment to test that prediction
- Run the experiment and observe the results
- Come up with a conclusion
Sometimes they played fast and loose with some of these steps to make entertaining TV. But, fundamentally, they were doing science.
Screwing around still covers parts 1-3 though. You say something stupid (hypothesis), your friend dares you to do it (experimentation planning), and you do it (experiment).
You say something stupid (hypothesis), your friend dares you to do it
What’s the hypothesis there?
“I’m going to piss on that window.” doesn’t involve a testable hypothesis.
This is exactly the kind of shit you should do with your kids. It teaches them it is not only good to be curious about things but also how to then go seek an understanding to those curiosities. That and its just fun as hell to do silly, goofy experiments.
When adults run into ‘dumb’ questions like this, we tend to dismiss them and move on, forgetting that there is always an opportunity to learn or to teach. All this really does is stall curiosity and leave the world with a little less knowledge.
Exactly.
The flipside, however, is that it validates them asking even more questions, which is good for their development but incredibly annoying for the parent. That said, I could name a bunch of useless facts now because I’ve looked up way more than I should have. Dinner time is frequently like this (I have three kids, will just give them numbers):
Kid 1 - How far away is Paris?
Me - About…
Kid 2 - What happens if you microwave a fork?
Me - Hold on, let me…
Kid 3 - How do you say “ounce” in Spanish?
Me: Why would you even…
Kid 2 - I’ll go try
Me - No!! That could destroy the microwave! Sit down, let me answer Kid 1 first. About 5000 miles (made up number, but surprisingly close)
Kid 1 - How much is that in inches?
Me - Hold on, it’s Kid 2s turn. If you microwave a fork, you’ll get sparks and maybe break the microwave. We’re not going to try it, but maybe I can find a video for you.
Kid 3 - You didn’t answer my question!
Me - Sorry, I don’t know since I don’t speak Spanish, but I’ll look it up for you. (10 seconds later) Apparently “la onza,” though I don’t think anyone that speaks Spanish uses ounces.
Kid 2 - What if I microwave my dolly?
Kid 3 - Why?
Me - <to Kid 3> They usually use metric, so either grams (gramo) or milliliters (mililitro). <to Kid 2> I don’t know, but it might ruin your dolly.
And so on. I have to juggle three conversations at the same time, and sometime a fourth if my SO wants to discuss something. It’s absolute madness, but I do what I can to encourage curiousity, but I don’t fault anyone for giving lame answers.
I don’t know if it would work, but what I’d try to do in that situation is to make it clear the kids will get more of your time and attention if they put in more effort themselves.
Like, the kid asking how far away Paris is: get the kid to come up with an estimate and how he/she’d check that estimate. Once they put in the work like that, you give them more time to get to the answer.
The kid asking about microwaving a fork, tell them it’s a dangerous thing to do, tell them you might be able to find a video showing what happens. But, first, ask them to come up with 5 other things they shouldn’t touch in the kitchen without a parent’s permission and a reason why and write them down.
I don’t have kids, but my dad did something a bit like that with me, and my uncle did something like that with his kids. It seemed to work. I was too young to really remember exactly how it worked with me, but I do remember happily doing research on things and then getting attention from my dad about what I’d figured out. With my uncle, I got to watch his kids (5-6 years younger than me) and how this sort of thing worked. He’d spend about 5 seconds deflecting them, they’d go off and do some things on their own, and he’d have more time to relax. Sometimes they got bored or distracted and didn’t come back. When they did come back, they’d come back with something more than just a random question, and he’d spend time with them about what they’d discovered.
Kid 1 still out there wondering how many inches away Paris is, lol
Of course, in the moment, answering an artillery barrage of questions is gonna be overwhelming and challenging. No shame in that, especially if you’re wrangling three little minions the whole time. I’m getting more at the general idea of fostering a curious environment where saying, "huh, I don’t really know what’s gonna happen, but lets find out together . . . " regardless of the question or experiment needed to find out, is the default attitude. Which is something it sounds like you do a great job of, btw, but it’s also something that seems to be increasingly absent in this modern world (or maybe I’m just getting old)
Yeah, it’s kind of frustrating, but I guess I’m the cool dad for letting my kids do strange experiments. For example, my kid had some oil and water in a bottle for a couple months on their desk and really liked shaking it up and seeing it separate, and they did another where they took two 2-liter bottles and connected them to make “water tornadoes” or whatever. We also built a crappy game w/ Scratch once.
The tricky part is spending roughly equal time with each. My oldest really likes doing experiments and building stuff (which I’m totally down for), the second is more into creativity and making up games (I struggle here), and the last is into playing pretend and dress-up (I’m really not equipped for that). So what ends up happening is we don’t do much of those things and instead do things all together, like going to a local museum, the playground, or playing video games together. But I try to set aside some time for each of those interests.
I am excited for maybe doing a large project with all of them. I want to build a treehouse, which should appeal to each of them. The oldest can help design it and cut the pieces (I have a table saw), the oldest two can help nail things, the second can help decorate, and the third can RP as a construction worker, helping me with tools and whatnot. It should be a lot of fun, just waiting approval from the SO, budget (we need to buy a new car soon), and time (would probably need to take a few days off to get it done).
Next try driving over a banana peel. I have some theories about what would happen.
Mamma mia
Wait, so a “stick” of butter is just a regular shaped block of butter?
German here. We call it a Stück. Could there be some etymological connection?
No, apparently there isn’t. Stick does have its origin in the Germanic language family, however from what is nowadays in German “Stecken” for it’s penetrative aspect. (Yeah no kidding here, that’s what the etymology dictionary said)
Edit: just read the entry to “Stück” apparently there’s the idea of “Stückelung” as in parts of a larger whole, which coincides to the idea of a “Stock” (stick from a tree) being a separate part of the larger entity “tree”. Going by that logic I can see a similarity
Must be nice to afford science butter in this economy!
If it’s anything like scientific grade peanut butter then yeah, it’s expensive! https://shop.nist.gov/ccrz__ProductDetails?sku=2387&cclcl=en_US
I just sent this to my wife and told her I ordered some peanut butter on line.
It’s a NIST reference standard. The ur-peanut butter, against which all peanut butter shall be compared (in the United States).
