Thin-layer chromatography (TLC)

WEBVTT
Kind: captions
Language: en

00:00:00.290 --> 00:00:01.620
- [Instructor] So let's
say that I have a vial

00:00:01.620 --> 00:00:03.840
of some mystery liquid right over here,

00:00:03.840 --> 00:00:06.080
and I want to start figuring
out what's going on there.

00:00:06.080 --> 00:00:08.070
And the first step is to think about,

00:00:08.070 --> 00:00:09.730
is it just one substance

00:00:09.730 --> 00:00:12.210
or is it a mixture of multiple substances?

00:00:12.210 --> 00:00:15.230
And the focus of this video is a technique

00:00:15.230 --> 00:00:17.540
to separate out the substances

00:00:17.540 --> 00:00:19.860
to understand at least how many there are,

00:00:19.860 --> 00:00:23.030
and this technique generally
is called chromatography,

00:00:23.030 --> 00:00:25.680
but we'll focus on thin
layer chromatography

00:00:25.680 --> 00:00:27.570
which is the most common
that you might see,

00:00:27.570 --> 00:00:29.590
but other variations of chromatography

00:00:29.590 --> 00:00:31.150
like paper chromatography

00:00:31.150 --> 00:00:33.890
operate on very similar principles.

00:00:33.890 --> 00:00:37.780
So what we're going to do is set up

00:00:37.780 --> 00:00:40.790
on top of something like glass or plastic,

00:00:40.790 --> 00:00:45.790
we're going to put a thin layer
of a solid polar substance.

00:00:46.800 --> 00:00:48.040
Now, what you typically do

00:00:48.040 --> 00:00:50.650
is put a thin layer of silica gel,

00:00:50.650 --> 00:00:55.140
that's the most common solid
polar substance that folks use.

00:00:55.140 --> 00:00:56.430
And it's also porous.

00:00:56.430 --> 00:00:58.500
And the fact that it's
porous is really important

00:00:58.500 --> 00:01:01.290
because we're going to want
liquid to have capillary action

00:01:01.290 --> 00:01:03.480
and travel up through it.

00:01:03.480 --> 00:01:05.600
Now, the silica gel, as I mentioned,

00:01:05.600 --> 00:01:08.983
this thing is very polar.

00:01:10.440 --> 00:01:11.273
Now, what we're going to do

00:01:11.273 --> 00:01:12.970
is take some of our mystery substance,

00:01:12.970 --> 00:01:14.900
let's say it's this color right over here,

00:01:14.900 --> 00:01:19.900
and we're going to place a
dot of it on that silica gel.

00:01:19.940 --> 00:01:21.370
You then want to take this plate

00:01:21.370 --> 00:01:23.180
that has the silica gel on it

00:01:23.180 --> 00:01:25.670
and that little dot of
our mystery substance,

00:01:25.670 --> 00:01:30.060
and then you want to dip just
one end of it in a solution.

00:01:30.060 --> 00:01:31.077
And what's really important is that

00:01:31.077 --> 00:01:35.120
the solution is less
polar than the silica gel.

00:01:35.120 --> 00:01:37.430
Less polar here.

00:01:37.430 --> 00:01:39.620
And we'll talk a little
bit about what happens

00:01:39.620 --> 00:01:41.600
depending on how polar this is.

00:01:41.600 --> 00:01:44.810
Now, usually this is going
to be a very shallow amount

00:01:44.810 --> 00:01:47.530
of this solution, which, as we'll see,

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will be something of a solvent.

00:01:49.360 --> 00:01:51.940
And you usually want to put
it in a closed container

00:01:51.940 --> 00:01:52.773
like this

00:01:52.773 --> 00:01:55.980
so that this fluid down
here doesn't evaporate out.

00:01:55.980 --> 00:01:58.160
And then what do you
think is going to happen?

00:01:58.160 --> 00:02:00.970
Well, as I mentioned, this
is a porous substance here.

00:02:00.970 --> 00:02:03.160
And so you're going to
have capillary action.

00:02:03.160 --> 00:02:05.960
This fluid at the bottom
is going to move upwards

00:02:05.960 --> 00:02:07.260
through the silica gel,

00:02:07.260 --> 00:02:09.320
through those little
pores in the silica gel.

00:02:09.320 --> 00:02:11.570
This is the stationary phase.
Why do we call it that?

00:02:11.570 --> 00:02:12.670
Well, 'cause it's not moving.

00:02:12.670 --> 00:02:16.270
And you can imagine we would
call this less polar solvent

00:02:17.170 --> 00:02:18.610
the mobile phase,

00:02:18.610 --> 00:02:21.970
because that is traveling
through the silica gel

00:02:21.970 --> 00:02:25.010
and it's picking up some
of this mystery substance

00:02:25.010 --> 00:02:26.700
and it's transporting it.

00:02:26.700 --> 00:02:28.280
And let's say this mystery substance

00:02:28.280 --> 00:02:30.610
is made up of two different things.

00:02:30.610 --> 00:02:33.200
If something is more polar,

00:02:33.200 --> 00:02:35.210
that means it's going to be more attracted

00:02:35.210 --> 00:02:37.600
to the stationary phase
which is very polar.

00:02:37.600 --> 00:02:40.490
And so it's not going to travel that far,

00:02:40.490 --> 00:02:42.210
while the parts of our mystery substance

00:02:42.210 --> 00:02:43.450
that are less polar,

00:02:43.450 --> 00:02:46.500
they're not going to be attracted
to the silica gel as much.

00:02:46.500 --> 00:02:49.410
So they're going to travel
further with the solvent.

00:02:49.410 --> 00:02:51.910
So maybe it might go like that.

00:02:51.910 --> 00:02:53.530
And you would run this
until your mobile phase

00:02:53.530 --> 00:02:56.940
makes a good way to the
top of your silica gel

00:02:56.940 --> 00:02:58.190
right over here.

00:02:58.190 --> 00:02:59.380
Now, just looking at this,

00:02:59.380 --> 00:03:01.160
and the reason why it was
called chromatography is

00:03:01.160 --> 00:03:02.280
when they originally did this,

00:03:02.280 --> 00:03:04.760
they were actually separating
out various tissues

00:03:04.760 --> 00:03:07.610
in vegetation that had different colors.

00:03:07.610 --> 00:03:10.160
The chroma is referring
to the various colors,

00:03:10.160 --> 00:03:11.960
but it doesn't necessarily
even have to refer to things

00:03:11.960 --> 00:03:13.040
that have different colors

00:03:13.040 --> 00:03:15.630
or sometimes you might need
a UV light to see them.

00:03:15.630 --> 00:03:17.440
But when you run thin
layer chromatography,

00:03:17.440 --> 00:03:20.780
you will see that your
original dot will have traveled

00:03:20.780 --> 00:03:22.660
to various degrees with your solvent

00:03:22.660 --> 00:03:24.860
and then will now be multiple dots

00:03:24.860 --> 00:03:28.520
depending on how many things
were in your original mixture.

00:03:28.520 --> 00:03:31.670
And as I just mentioned,
this thing right over here,

00:03:31.670 --> 00:03:35.520
this is the less polar thing
is going to travel further

00:03:35.520 --> 00:03:40.380
than the more polar thing, more
polar constituent substance,

00:03:40.380 --> 00:03:42.850
because the more polar
thing is more attractive

00:03:42.850 --> 00:03:45.570
to the silica gel, which is stationary,

00:03:45.570 --> 00:03:49.440
and there is a way to quantify
how far these things traveled

00:03:49.440 --> 00:03:51.660
relative to your solvent.

00:03:51.660 --> 00:03:54.700
And that's called a retention factor.

00:03:54.700 --> 00:03:57.853
Retention factor.

00:03:59.010 --> 00:04:02.780
Which the shorthand is R subscript f.

00:04:02.780 --> 00:04:07.200
And it's just defined
as the distance traveled

00:04:08.170 --> 00:04:13.170
by the solute divided
by the distance traveled

00:04:18.690 --> 00:04:22.080
by the solvent.

00:04:22.080 --> 00:04:23.090
And we need to be clear.

00:04:23.090 --> 00:04:26.000
It's not the distance traveled
by the solvent in total,

00:04:26.000 --> 00:04:29.810
it's the distance traveled by
the solvent from this origin,

00:04:29.810 --> 00:04:32.750
from where we applied
this dot right over here.

00:04:32.750 --> 00:04:36.353
So, past the origin.

00:04:37.320 --> 00:04:39.893
And let me label that as the origin.

00:04:40.730 --> 00:04:42.730
So what would it be in this situation?

00:04:42.730 --> 00:04:46.930
Well, to help us there, we
would have to get out a ruler.

00:04:46.930 --> 00:04:51.930
So the retention factor for
substance A right over here,

00:04:52.400 --> 00:04:54.890
so I'll put that dot there, label that A,

00:04:54.890 --> 00:04:58.560
would be equal to the distance
traveled by the solute,

00:04:58.560 --> 00:05:03.340
which we can see, it
traveled one centimeter,

00:05:03.340 --> 00:05:05.040
one centimeter,

00:05:05.040 --> 00:05:09.110
over the distance traveled by
the solvent past the origin.

00:05:09.110 --> 00:05:11.810
And so that is going to be,

00:05:11.810 --> 00:05:15.110
we see it traveled five
centimeters past the origin.

00:05:15.110 --> 00:05:17.810
So one centimeter over five centimeters,

00:05:17.810 --> 00:05:19.813
which is the same thing as 0.2.

00:05:20.700 --> 00:05:24.630
And then the retention
factor for substance B

00:05:26.190 --> 00:05:29.750
is going to be equal to,
how far did it travel?

00:05:29.750 --> 00:05:31.850
Well, it traveled three centimeters

00:05:33.300 --> 00:05:36.480
out of a total of five
centimeters for the solvent,

00:05:36.480 --> 00:05:37.820
past this origin,

00:05:37.820 --> 00:05:40.470
past where we put the
sample right over there.

00:05:40.470 --> 00:05:45.410
Five centimeters, which is equal to 0.6.

00:05:45.410 --> 00:05:47.240
So notice, in this situation,

00:05:47.240 --> 00:05:50.660
the more polar substance
had a lower retention factor

00:05:50.660 --> 00:05:54.550
than the less polar substance,
and that makes sense.

00:05:54.550 --> 00:05:59.490
Because our stationary phase
is more polar than our solvent,

00:05:59.490 --> 00:06:03.500
and so the things that are
more polar were harder to move

00:06:03.500 --> 00:06:06.253
by the less polar solvent.


Hands off My Phone! (An ELA audio drama)

WEBVTT
Kind: captions
Language: en

00:00:02.362 --> 00:00:05.300
(bell ringing)

00:00:05.300 --> 00:00:07.842
- [Boy] Oh no he didn't, that is so harsh!

00:00:07.842 --> 00:00:08.675
- [Valentina] Right?

00:00:08.675 --> 00:00:09.770
- [Boy] Your dad took your phone away

00:00:09.770 --> 00:00:11.560
just for getting a D on the history test?

00:00:11.560 --> 00:00:12.410
- [Valentina] Yep.

00:00:12.410 --> 00:00:13.820
- [Boy] My mind is blown.

00:00:13.820 --> 00:00:14.890
- [Valentina] Mine too.

00:00:14.890 --> 00:00:16.580
- [Boy] I mean that was an easy test.

00:00:16.580 --> 00:00:17.413
- [Valentina] What?

00:00:17.413 --> 00:00:18.410
- [Boy] I can't believe you got a D.

00:00:18.410 --> 00:00:19.597
- [Valentina] Hey that's not really the-

00:00:19.597 --> 00:00:21.174
- [Boy] And your dad is
the school principal,

00:00:21.174 --> 00:00:23.610
and he took your phone away, whoa.

00:00:23.610 --> 00:00:26.710
- [Valentina] You know,
this isn't really helping.

00:00:26.710 --> 00:00:29.380
- [Boy] Your life is so bleak right now.

00:00:29.380 --> 00:00:31.800
- [Valentina] Well, thank you so much

00:00:31.800 --> 00:00:33.853
for your encouraging words.

00:00:36.170 --> 00:00:37.984
- [Boy] What did I say?

00:00:37.984 --> 00:00:40.567
(upbeat music)

00:00:45.530 --> 00:00:46.800
Hey Jamilla.

00:00:46.800 --> 00:00:48.120
- [Jamilla] Hey friends.

00:00:48.120 --> 00:00:50.470
What's with the face of doom, Valentina?

00:00:50.470 --> 00:00:52.190
Have you been eating
those poisonous apples

00:00:52.190 --> 00:00:53.990
from the tree behind the bleachers again?

00:00:53.990 --> 00:00:56.094
- [Valentina] My dad took my phone away.

00:00:56.094 --> 00:00:58.587
- [Jamilla] Yikes! Glad I'm not you.

00:00:58.587 --> 00:01:00.110
- [Valentina] (sighing)
What do I have to do

00:01:00.110 --> 00:01:02.725
to get some sympathy around here?

00:01:02.725 --> 00:01:04.114
(vibrating)

00:01:04.114 --> 00:01:06.400
(laughing)

00:01:06.400 --> 00:01:07.330
- [Jamilla] Sorry, what were you saying?

00:01:07.330 --> 00:01:09.283
- [Valentina] Ugh, never mind.

00:01:11.261 --> 00:01:13.330
- [Principal Rosario]
Attention Eagleton Huskies.

00:01:13.330 --> 00:01:15.370
Last night the school
board voted to regulate

00:01:15.370 --> 00:01:17.390
cell phone usage during school hours.

00:01:17.390 --> 00:01:18.960
Starting immediately, this lunch time.

00:01:18.960 --> 00:01:20.682
- [Boy] Uh, what?

00:01:20.682 --> 00:01:21.515
- [Principal Rosario] Research shows

00:01:21.515 --> 00:01:23.090
that cell phones are distracting,

00:01:23.090 --> 00:01:25.720
isolating, and can get in the way of work.

00:01:25.720 --> 00:01:28.120
To this end, we will be
imposing a new policy

00:01:28.120 --> 00:01:29.220
here at school.

00:01:29.220 --> 00:01:30.560
- [Jamilla] Did you know about this?

00:01:30.560 --> 00:01:31.972
- [Valentina] What? No!

00:01:31.972 --> 00:01:33.480
- [Principal Rosario] In
order to maximize learning,

00:01:33.480 --> 00:01:34.910
and eliminate distractions,

00:01:34.910 --> 00:01:39.070
there will be no cell phone
usage during class or lunch.

00:01:39.070 --> 00:01:41.080
All teachers are in line
on this new approach,

00:01:41.080 --> 00:01:43.461
and the policy will be strictly enforced.

00:01:43.461 --> 00:01:46.233
- [Valentina] Well this
just gets better and better.

00:01:47.124 --> 00:01:48.380
- [Principal Rosario]
Thank you for listening,

00:01:48.380 --> 00:01:49.653
now put your phones away.

00:01:51.492 --> 00:01:54.450
- [Jamilla] Unbelievable, did he just?

00:01:54.450 --> 00:01:55.283
- [Valentina] He did.

00:01:55.283 --> 00:01:56.610
- [Boy] I'm calling my lawyer.

00:01:56.610 --> 00:01:59.100
- [Jamilla] You don't have a
lawyer, you're 12 years old.

00:01:59.100 --> 00:02:01.370
- [Boy] Oh yeah, but the point is,

00:02:01.370 --> 00:02:04.260
this is America, land of the free.

00:02:04.260 --> 00:02:05.960
What kind of freedom is this?

00:02:05.960 --> 00:02:07.250
- [Jamilla] Well, Valentina?

00:02:07.250 --> 00:02:08.310
- [Valentina] Well, what?

00:02:08.310 --> 00:02:10.030
- [Jamilla] What are you going to do?

00:02:10.030 --> 00:02:10.863
- [Valentina] Me?

00:02:10.863 --> 00:02:12.090
- [Jamilla] Last time I checked,

00:02:12.090 --> 00:02:14.400
Mr. Rosario was still your dad.

00:02:14.400 --> 00:02:16.160
And it was you flunking the history test

00:02:16.160 --> 00:02:18.690
that gave him this idea
in the first place.

00:02:18.690 --> 00:02:21.543
Your problem, you figure it out.

00:02:24.648 --> 00:02:26.981
(sad music)

00:02:37.120 --> 00:02:38.510
Can you believe it?

00:02:38.510 --> 00:02:40.580
They confiscated my phone
because I took it out

00:02:40.580 --> 00:02:44.210
for literally four seconds
to check a text from my mom.

00:02:44.210 --> 00:02:45.830
- [Boy] Ugh, that's just wrong.

00:02:45.830 --> 00:02:48.740
I mean what if it was a
serious emergency or something?

00:02:48.740 --> 00:02:49.770
- [Jamilla] Right?

00:02:49.770 --> 00:02:51.530
I don't know how much
longer I can take it.

00:02:51.530 --> 00:02:54.810
It's such an inconvenience
to wait until after school

00:02:54.810 --> 00:02:57.680
to check my texts or contact my friends.

00:02:57.680 --> 00:03:00.300
Plus now I have to write
down my assignments,

00:03:00.300 --> 00:03:01.300
which takes forever.

00:03:02.425 --> 00:03:05.090
It was so much faster
to just take a picture.

00:03:05.090 --> 00:03:06.820
- [Boy] Like do they want us
to go back to the Stone Age,

00:03:06.820 --> 00:03:07.653
or what?

00:03:08.700 --> 00:03:12.250
- [Valentina] Hey, hey, I figured it out.

00:03:12.250 --> 00:03:13.083
- [Boy] What?

00:03:13.083 --> 00:03:15.380
- [Valentina] Jamilla
said this was my problem,

00:03:15.380 --> 00:03:18.820
so I came up with a plan.

00:03:18.820 --> 00:03:20.170
- [Jamilla] This had better be good.

00:03:20.170 --> 00:03:21.520
- [Valentina] Oh it's good.

00:03:22.800 --> 00:03:25.050
You know how my dad said
he was banning cell phones

00:03:25.050 --> 00:03:27.420
because research said
they were distracting?

00:03:27.420 --> 00:03:29.200
- [Jamilla] How could I forget?

00:03:29.200 --> 00:03:32.921
- [Valentina] But what was
he doing when he said that?

00:03:32.921 --> 00:03:34.850
- [Boy] Being an evil dictator.

00:03:34.850 --> 00:03:38.880
- [Valentina] No, he was
using reasons and evidence.

00:03:38.880 --> 00:03:42.000
And that is what we're going to do too.

00:03:42.000 --> 00:03:42.833
- [Boy] You mean?

00:03:42.833 --> 00:03:44.320
- [Valentina] That's right.

00:03:44.320 --> 00:03:48.773
We're going to write
an argumentative essay.

00:03:49.850 --> 00:03:51.480
- [Jamilla] Is this a joke?

00:03:51.480 --> 00:03:53.590
- [Boy] No, it's genius.

00:03:53.590 --> 00:03:55.150
You're a genius Valentina.

00:03:55.150 --> 00:03:56.720
We'll turn their own weapons against them,

00:03:56.720 --> 00:03:58.630
and crush them mercilessly.

00:03:58.630 --> 00:03:59.463
- [Jamilla] With what?

00:03:59.463 --> 00:04:00.910
A topic sentence?

00:04:00.910 --> 00:04:02.130
- [Valentina] Exactly!

00:04:02.130 --> 00:04:04.220
But first, we've got to come up with

00:04:04.220 --> 00:04:05.473
our full list of points.

00:04:06.380 --> 00:04:09.573
So, are you guys going to help me or not?

00:04:11.060 --> 00:04:11.893
- [Boy] I'm in.

00:04:12.850 --> 00:04:13.950
- [Valentina] Jamilla?

00:04:16.164 --> 00:04:17.700
- [Jamilla] (sighing) Fine.

00:04:17.700 --> 00:04:18.880
But if this doesn't work,

00:04:18.880 --> 00:04:21.540
you're doing my homework
for the next decade.

00:04:21.540 --> 00:04:22.720
- [Valentina] It's a deal!

00:04:22.720 --> 00:04:24.860
Now let's do this.

00:04:24.860 --> 00:04:27.443
(upbeat music)


Distillation curves

WEBVTT
Kind: captions
Language: en

00:00:00.480 --> 00:00:01.313
- [Instructor] In this video,

00:00:01.313 --> 00:00:03.270
we're gonna dig a little bit
deeper into distillation,

00:00:03.270 --> 00:00:05.840
and in particular, we're
gonna learn how to construct

00:00:05.840 --> 00:00:09.320
and interpret distillation curves.

00:00:09.320 --> 00:00:14.320
So let's say we're trying to
distill roughly 50 milliliters.

00:00:15.370 --> 00:00:19.820
That is 50% methyl acetate
and 50% propyl acetate.

00:00:19.820 --> 00:00:22.750
If you don't know what methyl
acetate or propyl acetate are

00:00:22.750 --> 00:00:25.100
not a big deal, but what's interesting

00:00:25.100 --> 00:00:26.890
is the difference in their boiling points.

00:00:26.890 --> 00:00:31.530
The boiling point of methyl
acetate is 56.9 degrees Celsius.

00:00:31.530 --> 00:00:35.540
While the boiling point of
propyl acetate is a lot higher,

00:00:35.540 --> 00:00:38.410
101.5 degrees Celsius.

00:00:38.410 --> 00:00:39.700
And so you can imagine,

00:00:39.700 --> 00:00:43.290
as we have this fractional
distillation setup,

00:00:43.290 --> 00:00:45.760
we're going to be able to
separate these quite readily

00:00:45.760 --> 00:00:48.750
because of those differences
in boiling point.

00:00:48.750 --> 00:00:50.430
So what you do, you have the solution,

00:00:50.430 --> 00:00:52.070
you begin to heat it up.

00:00:52.070 --> 00:00:53.530
Now you're going to have to heat it up

00:00:53.530 --> 00:00:55.480
to the boiling point of the mixture,

00:00:55.480 --> 00:00:57.160
which is going to be someplace in between

00:00:57.160 --> 00:00:58.140
these two boiling points.

00:00:58.140 --> 00:01:01.600
It's probably going to be
70-something degrees Celsius.

00:01:01.600 --> 00:01:04.290
Now once you get this thing boiling,

00:01:04.290 --> 00:01:07.520
you're going to start having
a lot more vapors form.

00:01:07.520 --> 00:01:09.310
Now those vapors are
going to be a combination

00:01:09.310 --> 00:01:12.360
of methyl acetate and propyl acetate.

00:01:12.360 --> 00:01:15.110
Because methyl acetate
has a lower boiling point

00:01:15.110 --> 00:01:16.500
than propyl acetate,

00:01:16.500 --> 00:01:18.670
a disproportionate number of those vapors

00:01:18.670 --> 00:01:20.240
are gonna be methyl acetate.

00:01:20.240 --> 00:01:22.950
And then, because this is
fractional distillation,

00:01:22.950 --> 00:01:26.610
that mixture of vapors is
going to have multiple cycles

00:01:26.610 --> 00:01:29.480
of condensing and then revaporizing.

00:01:29.480 --> 00:01:31.390
And as we get higher and higher,

00:01:31.390 --> 00:01:34.590
every time you condense
and then revaporize,

00:01:34.590 --> 00:01:37.190
those revaporized vapors are going to have

00:01:37.190 --> 00:01:40.050
even a higher proportion
of methyl acetate.

00:01:40.050 --> 00:01:40.883
And what you see

00:01:40.883 --> 00:01:43.190
as you gradually increase
the temperature here,

00:01:43.190 --> 00:01:45.820
you're going to have
this condensation ring,

00:01:45.820 --> 00:01:47.470
and you can view that as the boundary

00:01:47.470 --> 00:01:51.780
between where it's hot enough
for enough vapors to form

00:01:51.780 --> 00:01:53.370
and where it's not hot enough

00:01:53.370 --> 00:01:55.850
for enough vapors to
form and they condense.

00:01:55.850 --> 00:02:00.210
And so when this temperature
is having fairly low readings,

00:02:00.210 --> 00:02:01.620
maybe right at the beginning,

00:02:01.620 --> 00:02:05.760
you're not going to be
generating a lot of distillate.

00:02:05.760 --> 00:02:08.650
You're not really gonna be
generating a lot of distillate

00:02:08.650 --> 00:02:12.310
until this condensation
ring gets pretty close

00:02:12.310 --> 00:02:14.730
to where the bulb of this thermometer is,

00:02:14.730 --> 00:02:16.630
and those vapors can start entering

00:02:16.630 --> 00:02:19.050
into this condensation tube.

00:02:19.050 --> 00:02:21.120
And now you can imagine by the time

00:02:21.120 --> 00:02:24.520
that the ring gets up here,
that means that the vapors,

00:02:24.520 --> 00:02:25.560
the mixture of vapors,

00:02:25.560 --> 00:02:29.330
have had multiple cycles of
condensation and vaporization,

00:02:29.330 --> 00:02:33.090
which is equivalent to multiple
simple distillation cycles.

00:02:33.090 --> 00:02:36.110
So by the time the
vapor ring gets up here,

00:02:36.110 --> 00:02:39.400
we're going to have mainly
methyl acetate vapors.

00:02:39.400 --> 00:02:40.700
And the temperature here,

00:02:40.700 --> 00:02:43.300
the boiling point of the vapors up here,

00:02:43.300 --> 00:02:46.970
are gonna be roughly the
boiling point of methyl acetate.

00:02:46.970 --> 00:02:47.803
But that's the point

00:02:47.803 --> 00:02:50.040
at which you start seeing
a lot of those vapors

00:02:50.040 --> 00:02:52.000
being able to enter into
the condensation ring

00:02:52.000 --> 00:02:52.833
and get condensed,

00:02:52.833 --> 00:02:55.820
and we're starting to
produce a lot of distillate.

00:02:55.820 --> 00:03:00.820
So right at around 56.9
degrees Celsius, roughly,

00:03:01.930 --> 00:03:05.630
we now start producing
a lot of distillate.

00:03:05.630 --> 00:03:07.790
Now you can imagine the
whole time we're doing this,

00:03:07.790 --> 00:03:10.680
you have to slowly increase
the temperature of the mixture.

00:03:10.680 --> 00:03:11.740
Why is that?

00:03:11.740 --> 00:03:13.590
Well, as we start losing

00:03:13.590 --> 00:03:16.340
more and more methyl acetate vapors,

00:03:16.340 --> 00:03:20.120
then the boiling point of the
solution is going to increase.

00:03:20.120 --> 00:03:22.750
As we said, this original
solution's about 50 milliliters.

00:03:22.750 --> 00:03:25.880
So once you get about
20-something milliliters

00:03:25.880 --> 00:03:28.660
of your methyl acetate distilled,

00:03:28.660 --> 00:03:31.040
you are not going to be able to produce

00:03:31.040 --> 00:03:33.910
a lot more distillate at that temperature.

00:03:33.910 --> 00:03:36.350
You're gonna have to keep
increasing that temperature

00:03:36.350 --> 00:03:39.860
until the bulb here
gets to the temperature

00:03:39.860 --> 00:03:42.800
of the boiling point of propyl acetate.

00:03:42.800 --> 00:03:45.610
So the temperature of the
bulb keeps increasing.

00:03:45.610 --> 00:03:49.180
You're not seeing a lot of new distillate,

00:03:49.180 --> 00:03:50.830
maybe a little bit more form,

00:03:50.830 --> 00:03:54.330
and you are getting more and
more of the propyl acetate.

00:03:54.330 --> 00:03:58.010
So this especially is going
to be a mixture of vapors.

00:03:58.010 --> 00:04:00.220
You're kind of getting the
last of the methyl acetate,

00:04:00.220 --> 00:04:02.690
but you're getting an increase
amount of propyl acetate.

00:04:02.690 --> 00:04:03.800
But once you're hot enough

00:04:03.800 --> 00:04:06.560
at the boiling point of propyl acetate,

00:04:06.560 --> 00:04:10.430
so about 101 degrees Celsius,

00:04:10.430 --> 00:04:14.630
then you start producing a
lot more of your distillate.

00:04:14.630 --> 00:04:16.960
And this is essentially
the condensing vapors

00:04:16.960 --> 00:04:19.330
of propyl acetate.

00:04:19.330 --> 00:04:21.340
And so if you wanted
to separate these two,

00:04:21.340 --> 00:04:23.700
what you would do is, in this first phase,

00:04:23.700 --> 00:04:25.170
when you see this plateau

00:04:25.170 --> 00:04:27.260
and you're seeing a lot
of this volume happen

00:04:27.260 --> 00:04:29.530
at the boiling point of methyl acetate,

00:04:29.530 --> 00:04:32.770
you could have one little
tube here or one little jar,

00:04:32.770 --> 00:04:35.030
and then you can swap them in this phase.

00:04:35.030 --> 00:04:36.930
Before you raise the temperature too much,

00:04:36.930 --> 00:04:38.810
you can then collect the condensation

00:04:38.810 --> 00:04:41.130
of the propyl acetate.

00:04:41.130 --> 00:04:43.180
Now you can also go the other way around.

00:04:43.180 --> 00:04:47.440
People will oftentimes present
to you a distillation curve

00:04:47.440 --> 00:04:49.990
that looks something like that.

00:04:49.990 --> 00:04:51.120
And they might say, okay,

00:04:51.120 --> 00:04:53.500
what were the boiling points
of the constituents there?

00:04:53.500 --> 00:04:56.580
And you'd say, okay, well the
lower boiling point substance,

00:04:56.580 --> 00:04:58.010
I can see that right over here.

00:04:58.010 --> 00:04:59.940
We were able to get a lot of distillate

00:04:59.940 --> 00:05:02.700
when the bulb right over
here was at that temperature,

00:05:02.700 --> 00:05:06.203
so that must be the boiling
point of substance one.

00:05:07.180 --> 00:05:09.330
And you might even be able to identify it

00:05:09.330 --> 00:05:11.520
if you know the boiling point
of different substances.

00:05:11.520 --> 00:05:13.770
And then you would identify this plateau

00:05:13.770 --> 00:05:18.750
as the boiling point of
substance number two.

00:05:18.750 --> 00:05:20.140
So some of you all might be thinking,

00:05:20.140 --> 00:05:24.210
this is all good and well
for fractional distillation,

00:05:24.210 --> 00:05:28.390
but what would simple distillation
curve actually look like?

00:05:28.390 --> 00:05:30.140
Well, remember, in simple distillation,

00:05:30.140 --> 00:05:32.230
you don't have multiple cycles

00:05:32.230 --> 00:05:35.260
of condensation and revaporization,

00:05:35.260 --> 00:05:37.270
which is equivalent to multiple cycles

00:05:37.270 --> 00:05:38.950
of simple distillation.

00:05:38.950 --> 00:05:42.270
So when you're hot enough for
the vapors to get up here,

00:05:42.270 --> 00:05:44.650
it's gonna be less pure methyl acetate.

00:05:44.650 --> 00:05:47.250
It's going to be a combination of the two.

00:05:47.250 --> 00:05:49.750
It still will be
disproportionally methyl acetate,

00:05:49.750 --> 00:05:52.060
but the boiling point of
that combination of mixtures

00:05:52.060 --> 00:05:53.460
is going to be higher.

00:05:53.460 --> 00:05:54.770
So what happens

00:05:54.770 --> 00:05:57.650
is that you start getting
significant distillate

00:05:57.650 --> 00:05:59.810
at a higher temperature

00:05:59.810 --> 00:06:04.730
and the whole notion is just
a little bit more gradual

00:06:04.730 --> 00:06:09.550
when you're doing simple
distillation versus fractional.

00:06:09.550 --> 00:06:11.390
And you could imagine if
someone were to present

00:06:11.390 --> 00:06:13.560
a simple distillation curve like this,

00:06:13.560 --> 00:06:15.890
it's much harder to pick
out the boiling points

00:06:15.890 --> 00:06:18.560
of the various substances,
because at any given point,

00:06:18.560 --> 00:06:20.803
you have more of a mixture of vapors

00:06:20.803 --> 00:06:23.003
than you do when you're doing fractional.


Measuring lengths in different units

WEBVTT
Kind: captions
Language: en

00:00:00.800 --> 00:00:02.930
- [Instructor] So I have
the same green rectangle

00:00:02.930 --> 00:00:04.560
up here and down here

00:00:04.560 --> 00:00:07.120
and what I wanna do is measure its width

00:00:07.120 --> 00:00:10.210
but we're going to measure it's
with in two different ways.

00:00:10.210 --> 00:00:12.220
Up here, we're going to measure it's width

00:00:12.220 --> 00:00:15.490
in terms of how many of
these paper clips wide

00:00:15.490 --> 00:00:16.780
the rectangle is

00:00:16.780 --> 00:00:19.360
and down here, we're
going to measure its width

00:00:19.360 --> 00:00:23.330
in terms of how many centimeters
wide this rectangle is.

00:00:23.330 --> 00:00:24.490
So let's start on top.

00:00:24.490 --> 00:00:25.323
Pause the video.

00:00:25.323 --> 00:00:28.323
How many paper clips
wide is this rectangle?

00:00:29.730 --> 00:00:31.740
All right, now let's do this together.

00:00:31.740 --> 00:00:35.690
We can see that the rectangle
starts right over here

00:00:35.690 --> 00:00:38.420
and it ends right over here on the right

00:00:38.420 --> 00:00:39.800
if we're thinking about its width

00:00:39.800 --> 00:00:44.800
and so we have one,
two, three, four, five,

00:00:45.150 --> 00:00:50.150
six, seven, eight, nine, 10 paper clips.

00:00:50.630 --> 00:00:55.630
So this rectangle is we
could say 10 paper clips,

00:00:55.810 --> 00:00:59.133
paper clips wide.

00:00:59.980 --> 00:01:02.030
Now, if we wanna measure
it in terms of centimeters,

00:01:02.030 --> 00:01:04.530
we would do the same thing
but we would use this ruler.

00:01:04.530 --> 00:01:06.450
Let me do this in a different color.

00:01:06.450 --> 00:01:08.120
So the left edge is there.

00:01:08.120 --> 00:01:10.550
The right edge is right over there

00:01:10.550 --> 00:01:14.120
and it looks like this
rectangle is also one,

00:01:14.120 --> 00:01:19.020
two, three, four, five centimeters wide.

00:01:19.020 --> 00:01:22.553
Five centimeters wide.

00:01:23.400 --> 00:01:27.200
So notice 10, the same
rectangle has the same width.

00:01:27.200 --> 00:01:31.560
It's 10 paper clips wide and
it's five centimeters wide.

00:01:31.560 --> 00:01:35.090
So its width is more paper
clips than centimeters

00:01:35.090 --> 00:01:36.670
is one way to think about it.

00:01:36.670 --> 00:01:40.600
Now, based on that, what is
a larger unit of measurement,

00:01:40.600 --> 00:01:41.450
the paper clip,

00:01:41.450 --> 00:01:44.440
at least these paper
clips or the centimeter?

00:01:44.440 --> 00:01:46.240
Pause the video to think about that.

00:01:47.450 --> 00:01:49.513
Well, you might just see it naturally

00:01:49.513 --> 00:01:52.470
if you just look at a
centimeter right over here.

00:01:52.470 --> 00:01:55.100
It looks wider than a paper clip

00:01:55.100 --> 00:01:57.840
but you could also tell that
by looking at the measurement.

00:01:57.840 --> 00:02:00.000
We needed more paper clips

00:02:00.000 --> 00:02:02.360
to cover the width of this rectangle

00:02:02.360 --> 00:02:03.800
than we needed centimeters

00:02:03.800 --> 00:02:07.270
and so, because we
needed more paper clips,

00:02:07.270 --> 00:02:10.720
that means that this is
a smaller unit of measure

00:02:10.720 --> 00:02:13.000
because we needed more of them.

00:02:13.000 --> 00:02:18.000
So this is a smaller unit of measure

00:02:18.900 --> 00:02:20.450
or maybe actually I should make the arrow

00:02:20.450 --> 00:02:21.800
point right over here.

00:02:21.800 --> 00:02:24.930
The paper clip is a
smaller unit of measure

00:02:24.930 --> 00:02:29.930
and then the centimeter is
the larger unit of measure.

00:02:32.210 --> 00:02:34.280
We needed fewer centimeters

00:02:34.280 --> 00:02:37.050
to make up the width of the
rectangle than paper clips.

00:02:37.050 --> 00:02:40.020
So the centimeter is larger
and you could see that visually

00:02:40.020 --> 00:02:42.680
if you just look at that
with compared to that width.

00:02:42.680 --> 00:02:47.203
It's clear that a centimeter
is wider than this paper clip.


How to Keep Your Child Learning & Happy! at Home

WEBVTT
Kind: captions
Language: en

00:00:00.672 --> 00:00:03.592
- Hello, thank you for joining us today,

00:00:03.592 --> 00:00:06.192
we know how busy you are as
parents of young children

00:00:06.192 --> 00:00:08.012
particularly during these times

00:00:08.012 --> 00:00:10.242
with so much going on in the world.

00:00:10.242 --> 00:00:12.522
We wanna make the session
a really valuable use

00:00:12.522 --> 00:00:15.722
of your time, so we're
gonna jump right in.

00:00:15.722 --> 00:00:19.652
I'm Caroline Huflexor and
I'm the CEO and co-founder

00:00:19.652 --> 00:00:21.602
of Khan Academy Kids,

00:00:21.602 --> 00:00:24.982
and today I am joined
by my colleague Dan Tu,

00:00:24.982 --> 00:00:27.782
who will be moderating
our questions later.

00:00:27.782 --> 00:00:31.042
And our special guest Renee Scott.

00:00:31.042 --> 00:00:34.252
Renee is a longtime early educator

00:00:34.252 --> 00:00:38.012
and is early education program director

00:00:38.012 --> 00:00:39.922
at Stanford University.

00:00:39.922 --> 00:00:42.882
She's been one of our
main curriculum advisors

00:00:42.882 --> 00:00:44.782
as we've developed Khan Kids.

00:00:44.782 --> 00:00:46.872
And Renee and I are both parents

00:00:46.872 --> 00:00:48.202
and we will be talking about

00:00:48.202 --> 00:00:50.312
how to keep young kids engaged

00:00:50.312 --> 00:00:53.132
and learning at home while
many schools are closed,

00:00:53.132 --> 00:00:54.182
and families are going through

00:00:54.182 --> 00:00:55.755
a lot of transition this fall.

00:00:57.142 --> 00:00:59.692
We're nonprofit, and I'd
like to thank our sponsors,

00:00:59.692 --> 00:01:04.122
Bank of America, AT&T,
google.org, Novartis and Fastly

00:01:04.122 --> 00:01:05.572
for their support of this webinar

00:01:05.572 --> 00:01:08.952
and our other distance learning resources.

00:01:08.952 --> 00:01:11.512
A few other notes, this
webinar will be recorded.

00:01:11.512 --> 00:01:15.632
And we'll be sending a copy to
you via email in a few hours.

00:01:15.632 --> 00:01:17.192
And if you have questions,

00:01:17.192 --> 00:01:19.642
please enter them in the question box.

00:01:19.642 --> 00:01:21.912
We'll save time at the
end for live Q and A.

00:01:23.102 --> 00:01:24.952
So, today we'll be focusing mostly

00:01:24.952 --> 00:01:27.622
on the youngest children
ages two through seven.

00:01:27.622 --> 00:01:30.152
So, preschool through grade one.

00:01:30.152 --> 00:01:31.502
Let's get started.

00:01:31.502 --> 00:01:34.722
I am thrilled to have
Renee with us here today.

00:01:34.722 --> 00:01:37.342
Can you share a little bit about yourself

00:01:37.342 --> 00:01:38.682
and your background?

00:01:38.682 --> 00:01:40.382
- Sure.

00:01:40.382 --> 00:01:41.382
Thanks, Caroline.

00:01:41.382 --> 00:01:43.882
I am a lifelong teacher.

00:01:43.882 --> 00:01:45.982
I started long ago as a swim instructor

00:01:45.982 --> 00:01:48.082
when I was in high school and just kept on

00:01:48.082 --> 00:01:49.562
that teaching path.

00:01:49.562 --> 00:01:53.622
So now I've taught kindergarten,
first grade, fourth grade,

00:01:53.622 --> 00:01:57.372
sixth grade, and I'm
currently teaching teachers

00:01:57.372 --> 00:02:00.792
how to engage in engage young children

00:02:00.792 --> 00:02:02.372
with reading and math,

00:02:02.372 --> 00:02:06.782
specifically in pre-k and
kindergarten and first grade.

00:02:06.782 --> 00:02:09.822
And as you mentioned, I'm also a mom,

00:02:09.822 --> 00:02:11.712
my kids are now a teen and preteen.

00:02:11.712 --> 00:02:13.845
So I've seen a lot of stages with them.

00:02:14.752 --> 00:02:16.135
- Wonderful, thanks Renee.

00:02:17.442 --> 00:02:20.962
Some parents of young children
are typically the ones

00:02:20.962 --> 00:02:24.382
who are the really stressed
then, even in the best of times.

00:02:24.382 --> 00:02:27.172
And right now, in this pandemic,

00:02:27.172 --> 00:02:30.482
they're juggling even more so
on top of work and childcare,

00:02:30.482 --> 00:02:35.199
their heightened health and
financial and medical concerns.

00:02:35.199 --> 00:02:37.112
And now with school closures,

00:02:37.112 --> 00:02:39.402
a lot of parents are managing
the distance learning

00:02:39.402 --> 00:02:40.822
for their young children.

00:02:40.822 --> 00:02:42.932
What's your big message to parents

00:02:42.932 --> 00:02:44.952
as they are getting through these times

00:02:44.952 --> 00:02:48.265
and wanna keep their children
learning and developing?

00:02:50.072 --> 00:02:51.652
- So you're exactly right.

00:02:51.652 --> 00:02:53.082
It is a stressful time right now

00:02:53.082 --> 00:02:55.832
trying to figure out how to
juggle things in a new way.

00:02:56.722 --> 00:02:59.282
And really, I think my big message is

00:02:59.282 --> 00:03:03.772
to all of you parents out there,
you're already doing a lot.

00:03:03.772 --> 00:03:07.155
Give yourself some grace and
give your kids some grace too.

00:03:08.542 --> 00:03:11.702
It's a lot to take on
and here's the thing,

00:03:11.702 --> 00:03:13.422
kids are learning all the time,

00:03:13.422 --> 00:03:15.612
whether you're teaching them something,

00:03:15.612 --> 00:03:18.122
or you're just hanging out
with them doing something.

00:03:18.122 --> 00:03:20.172
So, there's a pretty good chance that

00:03:20.172 --> 00:03:23.472
some of those things that
you're engaged in, for example,

00:03:23.472 --> 00:03:27.112
your bedtime routine,
that's engaging in learning.

00:03:27.112 --> 00:03:28.682
They're learning about time.

00:03:28.682 --> 00:03:31.312
They're learning about
how to reflect on the day,

00:03:31.312 --> 00:03:32.712
they're using language.

00:03:32.712 --> 00:03:34.092
So today, we're gonna spend some time

00:03:34.092 --> 00:03:36.852
talking a little bit about
what that might look like

00:03:36.852 --> 00:03:39.692
and how to insert some
intentional language

00:03:39.692 --> 00:03:41.885
into how to support your development.

00:03:42.972 --> 00:03:43.805
- That's great.

00:03:45.272 --> 00:03:48.312
Yeah, can you give me some examples of

00:03:48.312 --> 00:03:51.075
some of these everyday activities

00:03:51.075 --> 00:03:52.702
and how you could use language

00:03:52.702 --> 00:03:54.972
as you go through the second.

00:03:54.972 --> 00:03:55.805
- Definitely.

00:03:55.805 --> 00:03:58.992
So, one of the things that
I like to remind myself of

00:03:58.992 --> 00:04:02.252
is that when you go to
a preschool classroom,

00:04:02.252 --> 00:04:03.762
a lot of times you'll notice that kids

00:04:03.762 --> 00:04:05.422
are working in some sort of center

00:04:05.422 --> 00:04:08.512
and they're working with others.

00:04:08.512 --> 00:04:11.442
And there we call them
sort of workplace centers

00:04:11.442 --> 00:04:13.082
maybe they're working on a painting

00:04:13.082 --> 00:04:15.872
or they're working on listening to books

00:04:15.872 --> 00:04:18.045
with a friend or through a tape recorder.

00:04:19.182 --> 00:04:24.182
And so I like to think about
working with young children

00:04:24.232 --> 00:04:26.692
even at home in these ways

00:04:26.692 --> 00:04:30.682
to think about how to organize your day.

00:04:30.682 --> 00:04:31.942
So for example,

00:04:31.942 --> 00:04:35.452
just looking for opportunities
perhaps to use your language

00:04:35.452 --> 00:04:38.992
and language development and
ask really good questions,

00:04:38.992 --> 00:04:42.132
and just being intentionally
during an activity

00:04:42.132 --> 00:04:43.505
such as bath time,

00:04:44.572 --> 00:04:46.972
it's really a great time to talk about

00:04:46.972 --> 00:04:51.452
maybe sensory skills and
fine motor asking kids, hey,

00:04:51.452 --> 00:04:53.272
I wonder how do these bubbles feel?

00:04:53.272 --> 00:04:54.752
How do they feel to you,

00:04:54.752 --> 00:04:59.172
you can introduce words
like fluffy, wet, slippery,

00:04:59.172 --> 00:05:02.002
those are really great words to practice

00:05:02.002 --> 00:05:04.412
and it builds out their vocabulary.

00:05:04.412 --> 00:05:07.402
Bath times also really great
time to make up stories

00:05:07.402 --> 00:05:10.372
and making up stories
is brilliant for kids.

00:05:10.372 --> 00:05:12.962
It helps prep them for learning to read,

00:05:12.962 --> 00:05:15.252
for learning to write,

00:05:15.252 --> 00:05:18.342
for starting to understand
things like history

00:05:18.342 --> 00:05:19.332
and social studies.

00:05:19.332 --> 00:05:21.672
So, it's one of those activities

00:05:21.672 --> 00:05:23.112
that's really fun when they're little,

00:05:23.112 --> 00:05:25.542
that just has a ton of
payoff and benefits.

00:05:25.542 --> 00:05:27.662
So if your kids to hop into the bath,

00:05:27.662 --> 00:05:31.392
and they've got a fish
in a frog and just, say,

00:05:31.392 --> 00:05:35.092
some really great questions
to ask, or, oh, what happens,

00:05:35.092 --> 00:05:36.992
tell me a story about fish and frog,

00:05:36.992 --> 00:05:39.652
and then keep the conversation going.

00:05:39.652 --> 00:05:43.052
So what happens next,
and then what happens?

00:05:43.052 --> 00:05:44.892
And tell me more about that.

00:05:44.892 --> 00:05:48.432
So, if you can just keep
your kids talking about

00:05:48.432 --> 00:05:49.265
something like that,

00:05:49.265 --> 00:05:51.262
and perhaps use some of
that more difficult language

00:05:51.262 --> 00:05:53.322
they don't know yet and encourage them

00:05:53.322 --> 00:05:54.792
to use that in their speech.

00:05:54.792 --> 00:05:56.672
It works great.

00:05:56.672 --> 00:05:58.102
Another great example of something

00:05:58.102 --> 00:06:01.452
that you're gonna have to do
anyway, is brushing teeth.

00:06:01.452 --> 00:06:02.542
I know it can be a challenge,

00:06:02.542 --> 00:06:05.042
but it's also a great time
maybe to practice math.

00:06:06.632 --> 00:06:09.392
You can set a timer
that the kids can watch,

00:06:09.392 --> 00:06:11.132
they can count the timer down backwards.

00:06:11.132 --> 00:06:13.442
They keep track of each other
counting down backwards,

00:06:13.442 --> 00:06:16.812
counting forwards, maybe
they can see how many times

00:06:16.812 --> 00:06:19.577
they can hop on a foot before they're done

00:06:19.577 --> 00:06:21.202
with their brushing.

00:06:21.202 --> 00:06:23.562
It's also I've heard a lot
of kids sing their ABCs

00:06:23.562 --> 00:06:24.972
while they wash their hands.

00:06:24.972 --> 00:06:27.492
So these are just some really easy,

00:06:27.492 --> 00:06:31.392
but intentional ways to include a lot of

00:06:31.392 --> 00:06:33.812
the vocabulary language
and math type skills

00:06:33.812 --> 00:06:35.492
that are really gonna help them

00:06:35.492 --> 00:06:38.065
when they get back into the classroom.

00:06:39.592 --> 00:06:42.212
One that we love at my house is baking.

00:06:42.212 --> 00:06:43.852
And I think a lot of folks feel like oh,

00:06:43.852 --> 00:06:46.172
well, baking is obvious
because it involves

00:06:46.172 --> 00:06:49.092
measuring and pouring
and things like that.

00:06:49.092 --> 00:06:52.562
But I think it's easy
to forget things like,

00:06:52.562 --> 00:06:54.212
can you count how many blueberries

00:06:54.212 --> 00:06:58.462
we're gonna put into each of the muffins

00:06:58.462 --> 00:06:59.872
and put them into the cups,

00:06:59.872 --> 00:07:01.972
sorting things is amazing for kids.

00:07:01.972 --> 00:07:04.372
And that's a natural
way to get them sorting

00:07:04.372 --> 00:07:09.372
and get them thinking
about dividing and grouping

00:07:09.592 --> 00:07:11.682
and to use mathematical terms.

00:07:11.682 --> 00:07:12.762
But they're doing it right there

00:07:12.762 --> 00:07:14.222
at your kitchen counter, maybe.

00:07:14.222 --> 00:07:15.602
And something you have to do,

00:07:15.602 --> 00:07:18.312
maybe you're making muffins
for breakfast or your neighbor

00:07:18.312 --> 00:07:19.145
to help them out.

00:07:19.145 --> 00:07:22.012
So, those are easy ways to include that.

00:07:22.012 --> 00:07:23.822
Another one that's great
is get out the recipe

00:07:23.822 --> 00:07:24.932
and like kids look at it,

00:07:24.932 --> 00:07:26.812
if they can't read it, that's okay.

00:07:26.812 --> 00:07:29.002
They can look for words that start with M,

00:07:29.002 --> 00:07:31.412
they can look for how many ingredients,

00:07:31.412 --> 00:07:32.729
show them where the ingredient list is.

00:07:32.729 --> 00:07:34.922
And sometimes they have
numbers in front of them,

00:07:34.922 --> 00:07:37.282
have them count out all the ingredients.

00:07:37.282 --> 00:07:39.472
Those are just some quick ways to do

00:07:39.472 --> 00:07:42.682
to push these things into
what you're already doing.

00:07:42.682 --> 00:07:44.882
My daughter and I always
like to sing songs.

00:07:46.305 --> 00:07:47.138
The other day,

00:07:47.138 --> 00:07:48.262
we had a conversation
she's a little older now

00:07:48.262 --> 00:07:50.542
but we still like to
talk about song lyrics.

00:07:50.542 --> 00:07:53.445
And we were singing "The Method Man" song.

00:07:54.375 --> 00:07:56.002
♪ You know the method man, the method ♪

00:07:56.002 --> 00:07:57.992
and I was telling her, I
used to have this little boy

00:07:57.992 --> 00:08:00.682
when I taught kindergarten,
who just love that song.

00:08:00.682 --> 00:08:03.862
And I said, but I always wondered
about the word drury lane,

00:08:03.862 --> 00:08:05.692
I said it's a hard word to say.

00:08:05.692 --> 00:08:07.832
And drury sounds kind of dreary.

00:08:07.832 --> 00:08:09.972
And so we had this whole
conversation that included

00:08:09.972 --> 00:08:14.282
all this language and that's
the kind of silly conversation

00:08:14.282 --> 00:08:16.562
that ends up being something that

00:08:16.562 --> 00:08:18.215
includes a lot more vocabulary.

00:08:20.402 --> 00:08:24.522
So, one more example of
just integrating stuff

00:08:24.522 --> 00:08:27.615
into the everyday, one
of the things I love is,

00:08:28.592 --> 00:08:30.552
thinking about ways to be
intentional about eating

00:08:30.552 --> 00:08:32.292
maybe not always at the dinner table,

00:08:32.292 --> 00:08:33.752
but lunch table or breakfast table

00:08:33.752 --> 00:08:35.155
is a great time to do this.

00:08:37.643 --> 00:08:39.272
Using that time for counting

00:08:39.272 --> 00:08:42.422
is a great example of putting
something in there quickly.

00:08:42.422 --> 00:08:44.392
So, you're handing out grapes to the kids

00:08:44.392 --> 00:08:47.382
and ask them how many
grapes would you like

00:08:47.382 --> 00:08:51.302
and have them tell you and
then give them some grapes,

00:08:51.302 --> 00:08:53.232
you can mix this up,

00:08:53.232 --> 00:08:55.022
you can give them what they asked for

00:08:55.022 --> 00:08:56.892
and have them double check
and see if you're right

00:08:56.892 --> 00:08:58.962
or you can give them
what they didn't ask for

00:08:58.962 --> 00:09:01.392
and have them double check
and see if they catch you.

00:09:01.392 --> 00:09:06.152
So, kids really love that
aspect of there's a game in it,

00:09:06.152 --> 00:09:08.122
so and you can turn something into a game

00:09:08.122 --> 00:09:10.045
and make it playful, is great.

00:09:11.422 --> 00:09:14.132
- Great, I love hearing your examples

00:09:14.132 --> 00:09:16.952
because it's comforting to hear

00:09:16.952 --> 00:09:18.842
that there's so much learning

00:09:18.842 --> 00:09:20.652
in terms of language development

00:09:20.652 --> 00:09:23.112
and early numeracy that can just come up

00:09:23.112 --> 00:09:24.892
in everyday activities and things.

00:09:24.892 --> 00:09:27.512
So it's not like (mumbling)

00:09:27.512 --> 00:09:29.092
you don't have to sit your child down.

00:09:29.092 --> 00:09:29.925
And in fact,

00:09:29.925 --> 00:09:32.022
if you just sit your child
down and say, do this,

00:09:32.022 --> 00:09:35.072
it's probably not nearly as
fun and engaging for them.

00:09:35.072 --> 00:09:38.742
So, I love how you should
always be play base

00:09:38.742 --> 00:09:39.602
for young kids,

00:09:39.602 --> 00:09:42.499
which is how we approach
the learning in Khan Kids.

00:09:44.542 --> 00:09:45.662
So as an educator,

00:09:45.662 --> 00:09:48.382
what are some techniques
that teachers used

00:09:48.382 --> 00:09:50.632
to keep kids engaged and
learning through the day,

00:09:50.632 --> 00:09:54.602
especially as parents, we're
juggling work and multitasking

00:09:54.602 --> 00:09:57.842
and can't always be 100% focused on

00:09:57.842 --> 00:10:00.072
and playing with our kids all the time.

00:10:00.072 --> 00:10:02.202
- Yeah, definitely.

00:10:02.202 --> 00:10:03.462
One of the things I mean,

00:10:03.462 --> 00:10:05.942
the reality is there's gonna
be periods during the day

00:10:05.942 --> 00:10:08.482
when your kid, you can't sit
down and play with your child.

00:10:08.482 --> 00:10:10.002
You can't play a game with them.

00:10:10.002 --> 00:10:11.162
You maybe can't talk to them.

00:10:11.162 --> 00:10:12.162
You're on the phone.

00:10:13.092 --> 00:10:14.762
And the first thing again,

00:10:14.762 --> 00:10:16.782
I wanna reiterate, that's okay.

00:10:16.782 --> 00:10:20.022
Like, it's okay for your
kids to have to hang out

00:10:20.022 --> 00:10:21.762
and entertain themselves for a while,

00:10:21.762 --> 00:10:23.832
if that's what you need.

00:10:23.832 --> 00:10:26.132
Everyone's gonna be happier
if you're feeling better

00:10:26.132 --> 00:10:27.142
about what you're doing too.

00:10:27.142 --> 00:10:29.172
So give yourself grace there.

00:10:29.172 --> 00:10:32.482
But one thing that I do
like to keep in mind,

00:10:32.482 --> 00:10:34.312
and you were you kind of alluded to this

00:10:34.312 --> 00:10:37.082
just a second ago
Caroline, about motivation

00:10:37.082 --> 00:10:41.252
is sometimes the second you
ask a child to do something

00:10:41.252 --> 00:10:44.242
that they otherwise might do just for fun.

00:10:44.242 --> 00:10:46.622
It's not that fun to them anymore.

00:10:46.622 --> 00:10:48.402
It's a matter of trying to convince them

00:10:48.402 --> 00:10:50.352
that is their idea, right?

00:10:50.352 --> 00:10:54.032
So some of the things that
have been found, actually,

00:10:54.032 --> 00:10:56.392
this always makes me think of my mentor,

00:10:56.392 --> 00:10:58.932
Deborah Steinbeck because
she does a lot of research

00:10:58.932 --> 00:11:00.632
on motivation with young children.

00:11:00.632 --> 00:11:03.972
And she really highlighted
a few important things.

00:11:03.972 --> 00:11:06.542
And the ones that I wanna
talk about briefly today

00:11:06.542 --> 00:11:10.942
are competence, autonomy,
and care and connection.

00:11:10.942 --> 00:11:12.432
So, what are those mean, right?

00:11:12.432 --> 00:11:14.172
So, competence is just basically kids

00:11:14.172 --> 00:11:16.282
like to feel like they
know what they're doing.

00:11:16.282 --> 00:11:19.862
So going back to that
great example, if you,

00:11:19.862 --> 00:11:22.452
if they're able to catch
you giving them four grapes,

00:11:22.452 --> 00:11:26.312
when they asked for five,
they feel really competent.

00:11:26.312 --> 00:11:29.222
And also you get to see
that they know what,

00:11:29.222 --> 00:11:31.692
they know a skill and then you,

00:11:31.692 --> 00:11:32.982
it gives you that indication,

00:11:32.982 --> 00:11:34.092
okay, we can check,

00:11:34.092 --> 00:11:36.162
we can make this a little
more difficult for them

00:11:36.162 --> 00:11:37.842
and kids love the challenge.

00:11:37.842 --> 00:11:39.962
So, kind of up the challenge on them if

00:11:39.962 --> 00:11:41.942
when you get sense that
they're ready for it,

00:11:41.942 --> 00:11:43.762
they think that's exciting.

00:11:43.762 --> 00:11:45.892
The other thing is language
around that is important.

00:11:45.892 --> 00:11:49.582
So be careful not to always
say good job, good job,

00:11:49.582 --> 00:11:52.152
good job, because it's hard
to know what that means.

00:11:52.152 --> 00:11:55.642
So I really love the
response of you did it.

00:11:55.642 --> 00:11:57.262
Oh my gosh, you figured that out.

00:11:57.262 --> 00:11:58.962
You notice that?

00:11:58.962 --> 00:12:00.782
So just being really, specific.

00:12:00.782 --> 00:12:04.612
Oh, I saw that you put five
blocks all together in a pile.

00:12:04.612 --> 00:12:06.982
Wow, how did you put that together.

00:12:06.982 --> 00:12:09.082
So, rather than just saying good job,

00:12:09.082 --> 00:12:11.542
use it as a chance to
elicit more conversations.

00:12:11.542 --> 00:12:13.392
But also let them know that you observed

00:12:13.392 --> 00:12:15.935
that they did something
that was kind of cool.

00:12:16.788 --> 00:12:19.482
So, then getting back
to those other ideas,

00:12:19.482 --> 00:12:24.042
autonomy is just basically
giving them choices.

00:12:24.042 --> 00:12:26.702
I don't know if you've ever
heard a pre-k teacher do this,

00:12:26.702 --> 00:12:28.602
or if you've received the advice where

00:12:30.339 --> 00:12:32.742
you always run the risk of asking

00:12:32.742 --> 00:12:34.302
when you just don't give a child a choice,

00:12:34.302 --> 00:12:35.952
you say something like,

00:12:35.952 --> 00:12:39.702
do you wanna sit down and
color a picture with me,

00:12:39.702 --> 00:12:41.732
you run the risk of them saying, nope,

00:12:41.732 --> 00:12:43.105
and then you're right.

00:12:44.912 --> 00:12:46.212
Love to have choice.

00:12:46.212 --> 00:12:49.032
It makes them feel a little
bit more independent.

00:12:49.032 --> 00:12:50.302
It gives them some agency.

00:12:50.302 --> 00:12:52.792
So, offer a couple of things to them.

00:12:52.792 --> 00:12:55.532
If you know you're gonna be on
the phone for a few minutes,

00:12:55.532 --> 00:12:58.282
you can say here's three
things that you can do.

00:12:58.282 --> 00:12:59.732
What do you wanna start with?

00:13:00.672 --> 00:13:01.652
Do you wanna start with the puzzle

00:13:01.652 --> 00:13:03.132
or the blocks or the coloring

00:13:03.132 --> 00:13:04.492
and let them just pick the thing

00:13:04.492 --> 00:13:05.325
and then say when you're done,

00:13:05.325 --> 00:13:07.102
you can move to the next
thing that you want to do,

00:13:07.102 --> 00:13:10.492
but that way you're giving them
some specific things to do.

00:13:10.492 --> 00:13:12.452
So, you're still putting
boundaries around it,

00:13:12.452 --> 00:13:13.682
but they get to choose.

00:13:13.682 --> 00:13:14.635
And then finally,

00:13:15.642 --> 00:13:18.862
the caring connection piece
is really, really important.

00:13:18.862 --> 00:13:20.072
It's super hard right now

00:13:20.072 --> 00:13:22.952
'cause sometimes you're trying
to listen to a phone call

00:13:22.952 --> 00:13:24.022
and you've got your little one going

00:13:24.022 --> 00:13:25.342
mommy, mommy, mommy, right?

00:13:25.342 --> 00:13:28.362
And it feels like you just wanna,

00:13:28.362 --> 00:13:31.572
it's a lot sometimes to
handle all of that at once.

00:13:31.572 --> 00:13:35.142
And so, it's important
to maybe set aside time

00:13:35.142 --> 00:13:38.302
to make those points of
connection with your child.

00:13:38.302 --> 00:13:40.422
One of my favorite things to recommend

00:13:40.422 --> 00:13:43.572
and to do is to have a
moment at either at bedtime

00:13:43.572 --> 00:13:46.115
or bath time or even first
thing in the morning,

00:13:47.332 --> 00:13:48.732
where you ask them a few questions

00:13:48.732 --> 00:13:49.802
just to tap into their day.

00:13:49.802 --> 00:13:53.202
Our favorite thing at our house is to do

00:13:53.202 --> 00:13:56.472
what we call rose, thorn, and bird.

00:13:56.472 --> 00:13:57.782
And so with the rose,

00:13:57.782 --> 00:14:00.072
you ask them something
great that happened that day

00:14:00.072 --> 00:14:01.935
that made them feel beautiful.

00:14:02.972 --> 00:14:04.742
A thorn is maybe something that was ouchy

00:14:04.742 --> 00:14:05.902
that they didn't like very much

00:14:05.902 --> 00:14:08.692
and bird is something that
they're looking forward to.

00:14:08.692 --> 00:14:10.802
Some days we just do a bird, my kid Sam,

00:14:10.802 --> 00:14:12.032
oh, I'm really looking
forward to this thing,

00:14:12.032 --> 00:14:13.552
sometimes we just do an ouchy

00:14:13.552 --> 00:14:15.582
because we end up talking
about it for a while.

00:14:15.582 --> 00:14:18.722
And it's important to make
sure that your kids feel like

00:14:18.722 --> 00:14:21.592
all of how all of these things are okay.

00:14:21.592 --> 00:14:22.712
That you're here.

00:14:22.712 --> 00:14:23.732
You may not even want it,

00:14:23.732 --> 00:14:25.202
you don't wanna offer suggestions

00:14:25.202 --> 00:14:26.732
for how to fix it necessarily.

00:14:26.732 --> 00:14:30.072
You just want them to
have a chance to tell you

00:14:30.072 --> 00:14:32.232
what's going on and kind of
get stuff off their chest,

00:14:32.232 --> 00:14:33.912
little kids need to vent too.

00:14:33.912 --> 00:14:38.552
So, you're their most
comfortable person to vent to.

00:14:38.552 --> 00:14:39.762
So that's important,

00:14:39.762 --> 00:14:43.462
because then they know
that they can come to you

00:14:43.462 --> 00:14:44.295
when they need it,

00:14:44.295 --> 00:14:46.562
but that it's okay for
them to go a little further

00:14:46.562 --> 00:14:48.532
during the day and be
independent on their own

00:14:48.532 --> 00:14:49.762
when you're not always there.

00:14:49.762 --> 00:14:52.052
It helps that safety factor.

00:14:52.052 --> 00:14:54.035
So, it's very important.

00:14:56.555 --> 00:15:00.862
- Another part is that
maintaining routines

00:15:00.862 --> 00:15:02.402
is really important for young children.

00:15:02.402 --> 00:15:04.392
Why is that and how do you recommend

00:15:04.392 --> 00:15:06.192
that parents do that at home?

00:15:06.192 --> 00:15:08.442
- Yeah, yeah, good question.

00:15:08.442 --> 00:15:13.042
It's really, it can feel really daunting.

00:15:13.042 --> 00:15:15.372
And I wanna encourage parents

00:15:15.372 --> 00:15:17.482
that you don't feel like
you have to write up

00:15:17.482 --> 00:15:19.302
a separate lesson plan for your child

00:15:19.302 --> 00:15:22.212
on top of your own plans every day.

00:15:22.212 --> 00:15:24.762
But routine at the same
time routines are important.

00:15:24.762 --> 00:15:26.395
They help create a
sense of safety for kids

00:15:26.395 --> 00:15:29.962
that helps them know that
they're going to be fed

00:15:29.962 --> 00:15:31.932
at a certain time and
there's comfort in that,

00:15:31.932 --> 00:15:34.892
they know they're being taken
care of and looked after.

00:15:34.892 --> 00:15:36.272
It also helps you helps them to know

00:15:36.272 --> 00:15:38.822
what your expectations are of them.

00:15:38.822 --> 00:15:40.852
So if they know that after dinner,

00:15:40.852 --> 00:15:42.952
their job is to always
help clean up the dishes,

00:15:42.952 --> 00:15:43.785
there's comfort in that,

00:15:43.785 --> 00:15:46.012
they know that that's something
that they're supposed to do

00:15:46.012 --> 00:15:48.282
and it helps lower their anxiety levels,

00:15:48.282 --> 00:15:51.792
which ultimately helps
with things like meltdowns

00:15:51.792 --> 00:15:55.082
because they are aware
of what is coming up

00:15:55.082 --> 00:15:56.775
and what their expectations are.

00:15:58.752 --> 00:16:01.682
So one thing I wanna encourage you to do

00:16:01.682 --> 00:16:05.385
is to make your routine work for you.

00:16:06.432 --> 00:16:07.882
In the evening before you go to sleep

00:16:07.882 --> 00:16:09.442
or first thing in the
morning when you get up,

00:16:09.442 --> 00:16:11.372
take a look at your own schedule.

00:16:11.372 --> 00:16:13.652
Figure out when do you,
when are there times

00:16:13.652 --> 00:16:16.702
when you can maybe work with
your child on something?

00:16:16.702 --> 00:16:19.182
And where are the times
when you really do need

00:16:19.182 --> 00:16:20.452
to have alone time and you're gonna have

00:16:20.452 --> 00:16:22.152
to maybe put some things
out for your child

00:16:22.152 --> 00:16:24.862
to work on their own and
give them those directions,

00:16:24.862 --> 00:16:26.792
perfectly fine as well to prompt them,

00:16:26.792 --> 00:16:28.652
give them something and say, hey,

00:16:28.652 --> 00:16:31.052
I want you to build and when I come back,

00:16:31.052 --> 00:16:33.202
I want you to tell me
about what you built.

00:16:34.162 --> 00:16:36.862
So, that's a nice way to get it

00:16:36.862 --> 00:16:38.282
or maybe not I want you to build

00:16:38.282 --> 00:16:40.202
but here's some blocks, do you wanna build

00:16:40.202 --> 00:16:41.632
and then let them go with it again,

00:16:41.632 --> 00:16:43.175
you want it to be their idea,

00:16:44.206 --> 00:16:45.532
but making sure you go back

00:16:45.532 --> 00:16:47.602
and make that touch point when
you connect with them again,

00:16:47.602 --> 00:16:49.482
and always come back with a smile,

00:16:49.482 --> 00:16:52.322
let them know you're happy
to be there with them.

00:16:52.322 --> 00:16:54.872
And not add on a lot to them,

00:16:54.872 --> 00:16:56.815
but just let them just be with them.

00:16:58.212 --> 00:17:00.332
One thing yeah, that we've,

00:17:00.332 --> 00:17:02.402
I've been talking to
Caroline about a little bit

00:17:02.402 --> 00:17:04.582
is how to set up a schedule for your child

00:17:04.582 --> 00:17:07.762
and so I know that something Caroline that

00:17:08.842 --> 00:17:10.312
is really exciting right now

00:17:10.312 --> 00:17:13.172
on the Khan Academy Kid's programming.

00:17:13.172 --> 00:17:15.592
- Yeah, we just launched weekly planners

00:17:15.592 --> 00:17:17.042
for ages two through seven.

00:17:17.042 --> 00:17:21.392
And it's just the template, a
starting point for families.

00:17:21.392 --> 00:17:22.462
We worked with Renee

00:17:22.462 --> 00:17:24.752
and one of the most valuable parts of it,

00:17:24.752 --> 00:17:28.902
I think are just kind
of all the tips in there

00:17:28.902 --> 00:17:31.682
and ideas for how to fill your,

00:17:31.682 --> 00:17:34.982
how to build the time for
early literacy and math,

00:17:34.982 --> 00:17:36.642
social emotional development.

00:17:36.642 --> 00:17:38.772
And it's not that you have
to stick really rigidly

00:17:38.772 --> 00:17:39.852
to the planner

00:17:39.852 --> 00:17:43.982
but it's just a place where
parents can start with a routine

00:17:43.982 --> 00:17:44.932
and some structure.

00:17:46.562 --> 00:17:47.542
- And most importantly,

00:17:47.542 --> 00:17:49.032
be creative in how you're thinking

00:17:49.032 --> 00:17:53.042
remember that you may be using
math or language or literacy

00:17:53.042 --> 00:17:54.992
in places that you might not identify.

00:17:54.992 --> 00:17:58.462
So, think through what's
happening in your day

00:17:58.462 --> 00:18:01.532
and just identify that you
can write that on the planner

00:18:01.532 --> 00:18:05.162
as that's our we did it during
teeth brushing this morning

00:18:05.162 --> 00:18:07.452
and then you don't have to
feel like that's another check

00:18:07.452 --> 00:18:08.285
on your list.

00:18:08.285 --> 00:18:10.782
You can make that anything you want.

00:18:10.782 --> 00:18:11.615
- Exactly.

00:18:13.672 --> 00:18:14.505
Great.

00:18:14.505 --> 00:18:19.117
So should we shift now
to some of the questions

00:18:19.117 --> 00:18:19.950
from the audience?

00:18:19.950 --> 00:18:22.992
I think Dan from our team
is gonna be joining us.

00:18:22.992 --> 00:18:24.392
- Yep, thank you, Caroline.

00:18:24.392 --> 00:18:27.082
Before we get started
with the live questions

00:18:27.082 --> 00:18:28.122
and answer period,

00:18:28.122 --> 00:18:30.062
there's couple announcements
that I'd like to make.

00:18:30.062 --> 00:18:32.872
So first, as Caroline
mentioned at the start of this,

00:18:32.872 --> 00:18:34.652
this entire webinar is being recorded,

00:18:34.652 --> 00:18:36.222
so don't worry if you missed anything,

00:18:36.222 --> 00:18:37.372
or if you joined late,

00:18:37.372 --> 00:18:38.622
the recording will be made available.

00:18:38.622 --> 00:18:40.932
We'll be posting it after this session.

00:18:40.932 --> 00:18:43.672
And then also excitingly,
as Caroline mentioned,

00:18:43.672 --> 00:18:45.262
we did create the weekly planners

00:18:45.262 --> 00:18:46.622
and we've actually attached those

00:18:46.622 --> 00:18:48.322
as part of this webinar as well.

00:18:48.322 --> 00:18:50.932
So in our downloadable
sections, please go there.

00:18:50.932 --> 00:18:53.192
There are two things that
we wanna share with you,

00:18:53.192 --> 00:18:55.752
the weekly planners for
kids ages two to seven,

00:18:55.752 --> 00:18:57.922
and also one cheater quick tip sheet

00:18:57.922 --> 00:18:59.782
of some of the topics
that Renee and Caroline

00:18:59.782 --> 00:19:01.872
spoke to just now.

00:19:01.872 --> 00:19:02.705
And then finally,

00:19:02.705 --> 00:19:04.342
before we get started with
the live question and answers,

00:19:04.342 --> 00:19:06.752
please start putting your
questions in the question box.

00:19:06.752 --> 00:19:08.652
We have a team of moderators

00:19:08.652 --> 00:19:10.432
who are kind of surfacing up for me.

00:19:10.432 --> 00:19:13.052
I'll do my best job to get
through as many of them possible

00:19:13.052 --> 00:19:15.602
as possible with Renee and Caroline.

00:19:15.602 --> 00:19:17.432
Okay, so shall we get started?

00:19:18.450 --> 00:19:19.283
- Okay.

00:19:19.283 --> 00:19:20.952
- So, Caroline perhaps
this one's a good place

00:19:20.952 --> 00:19:21.785
to start with you.

00:19:21.785 --> 00:19:23.952
We have a great question from Laura.

00:19:23.952 --> 00:19:27.132
Laura asked when so much of
the interaction with school

00:19:27.132 --> 00:19:28.862
is through an iPad,

00:19:28.862 --> 00:19:31.842
how can I help my child
transition on and off,

00:19:31.842 --> 00:19:33.692
and so that she can more easily engage

00:19:33.692 --> 00:19:35.622
in the actual physical world?

00:19:35.622 --> 00:19:38.912
- Yes, I completely
understand that when I mean,

00:19:38.912 --> 00:19:40.382
I think it may be a starting point

00:19:40.382 --> 00:19:42.852
is what Renee was talking
about what the schedule

00:19:42.852 --> 00:19:46.252
is like, understanding,
what's coming from her school,

00:19:46.252 --> 00:19:48.765
and what's the schedule
that they're proposing?

00:19:49.682 --> 00:19:52.252
How much of that is on an iPad

00:19:52.252 --> 00:19:54.482
and then maybe you have some other time PE

00:19:54.482 --> 00:19:56.602
or something where it's not a live better,

00:19:56.602 --> 00:19:58.742
or maybe the teacher
is actually leading you

00:19:58.742 --> 00:19:59.792
through things there.

00:20:00.722 --> 00:20:03.772
But something visual is
often helpful for children

00:20:03.772 --> 00:20:06.952
so that they can kind of see
okay, I'm here right now.

00:20:06.952 --> 00:20:09.172
The next block, I'm gonna
be doing something else.

00:20:09.172 --> 00:20:10.402
I have to go find a book

00:20:10.402 --> 00:20:12.802
or I have to go find
something else in my house.

00:20:13.652 --> 00:20:16.682
And I think maybe giving them
a little advanced warning too,

00:20:16.682 --> 00:20:21.682
is you're about to transition
into the next period.

00:20:21.772 --> 00:20:23.772
Let's try this.

00:20:23.772 --> 00:20:26.112
Khan Kids, we also have some complimentary

00:20:26.112 --> 00:20:30.389
offline activities so that
they can use principles

00:20:32.372 --> 00:20:34.232
that reinforce the learning
that's in the app too.

00:20:34.232 --> 00:20:36.295
So that gets off the screen.

00:20:37.582 --> 00:20:38.892
- Those are great ideas, I.

00:20:38.892 --> 00:20:40.912
May I add one thing quickly,

00:20:40.912 --> 00:20:44.572
just that often in preschools
and kindergarten classrooms,

00:20:44.572 --> 00:20:47.322
teachers will use music
during transition times.

00:20:47.322 --> 00:20:50.372
So, I'll let you love you
could play it for a minute

00:20:50.372 --> 00:20:52.362
while it's time to put one thing away

00:20:52.362 --> 00:20:53.822
and take the next thing out.

00:20:53.822 --> 00:20:55.262
Sometimes that helps kids know,

00:20:55.262 --> 00:20:57.862
'cause it's, it goes
along with the schedule

00:20:57.862 --> 00:20:59.842
and it signals oh, we're gonna change.

00:20:59.842 --> 00:21:00.962
We're gonna shift gears here.

00:21:00.962 --> 00:21:02.292
Let's look at our schedule

00:21:02.292 --> 00:21:03.855
and see what's coming up next.

00:21:04.872 --> 00:21:06.332
- Great, thank you.

00:21:06.332 --> 00:21:08.392
We have a question from Ruth.

00:21:08.392 --> 00:21:10.642
The question is I have
a young kindergartener

00:21:10.642 --> 00:21:13.482
and a three year old,
and Ruth worries that

00:21:13.482 --> 00:21:16.162
when the kindergartner
potentially falling behind

00:21:16.162 --> 00:21:18.472
with the social skills
given the distance learning

00:21:18.472 --> 00:21:20.872
and our shelter in place rules.

00:21:20.872 --> 00:21:23.962
And also she worries that about
potential attachment issues

00:21:23.962 --> 00:21:26.442
once the kids have to go back to school.

00:21:26.442 --> 00:21:28.062
So Renee, perhaps this
is a good one for you

00:21:28.062 --> 00:21:30.672
to kind of address how do we
deal with attachment issues

00:21:30.672 --> 00:21:34.292
and the lack of kind
of social interactions

00:21:34.292 --> 00:21:37.066
or the limited interactions that we have?

00:21:37.066 --> 00:21:38.061
- Right, right.

00:21:38.061 --> 00:21:40.692
And I think that's
definitely a great question.

00:21:40.692 --> 00:21:44.202
It's something that even
the education community

00:21:44.202 --> 00:21:46.392
is trying to think a lot about.

00:21:46.392 --> 00:21:48.692
And this is actually one
area where I might recommend

00:21:48.692 --> 00:21:53.692
that you try to embrace
technology a little bit more even

00:21:53.692 --> 00:21:57.322
to get your kids maybe
communicating with family members,

00:21:57.322 --> 00:22:00.112
or if they have friends
that they might be able

00:22:00.112 --> 00:22:02.972
to communicate with the
help of another parent.

00:22:02.972 --> 00:22:04.982
And the parents can be there with you,

00:22:04.982 --> 00:22:07.322
but just to give them that
sense of being able to play,

00:22:07.322 --> 00:22:12.035
I've seen kids play games
over like a Facebook type

00:22:14.002 --> 00:22:19.002
or a Zoom type situation and they can play

00:22:20.332 --> 00:22:22.612
all sorts of games or they
can do jumping jacks together

00:22:22.612 --> 00:22:25.172
or something that you that
a parent models for them.

00:22:25.172 --> 00:22:27.092
But in that way they can start to interact

00:22:27.092 --> 00:22:29.402
and use some language back and forth.

00:22:29.402 --> 00:22:30.852
Admittedly, it's not the same

00:22:30.852 --> 00:22:33.232
as if they're playing
necessarily next to each other,

00:22:33.232 --> 00:22:34.302
but it is helpful.

00:22:34.302 --> 00:22:36.042
Another thing I love is,

00:22:36.042 --> 00:22:39.052
it's a great time to do some
reflecting with your child.

00:22:39.052 --> 00:22:41.062
There's some really wonderful books

00:22:42.192 --> 00:22:43.972
about social emotional learning.

00:22:43.972 --> 00:22:47.712
And so it might be a good time,
especially in kindergarten,

00:22:47.712 --> 00:22:50.182
might be a time when they
can reflect back on time,

00:22:50.182 --> 00:22:51.912
experiences that they've had before

00:22:51.912 --> 00:22:54.452
that align with what
they're reading in the book.

00:22:54.452 --> 00:22:55.285
And so you can say, oh,

00:22:55.285 --> 00:22:57.372
have you ever felt like
this at a certain time,

00:22:57.372 --> 00:23:00.482
and then you can actually share
your own experience as well.

00:23:00.482 --> 00:23:02.445
So, it's definitely a challenge.

00:23:03.652 --> 00:23:05.802
But I encourage you to
continue to be creative.

00:23:05.802 --> 00:23:09.532
And let your little one
kind of help each other out

00:23:09.532 --> 00:23:11.775
if they can, if they're
able to do that too.

00:23:13.642 --> 00:23:14.475
- Great.

00:23:14.475 --> 00:23:16.962
So the next one is quite a tough one.

00:23:16.962 --> 00:23:18.372
I'll let you both answer this.

00:23:18.372 --> 00:23:19.852
And Caroline, since probably good for you.

00:23:19.852 --> 00:23:21.612
And this is one that we hear a lot.

00:23:21.612 --> 00:23:24.512
And I'm sure this resonates
with a lot of our audience.

00:23:24.512 --> 00:23:27.752
So Cindy asks, I'm on day four of school

00:23:27.752 --> 00:23:31.392
and I'm already getting a
I don't wanna do school,

00:23:31.392 --> 00:23:33.452
what is a good way to help them?

00:23:33.452 --> 00:23:35.755
Get their kids excited to start the day?

00:23:36.732 --> 00:23:40.712
- Yeah, that is a tough
one, especially on day four.

00:23:40.712 --> 00:23:44.252
I might start with asking your child,

00:23:44.252 --> 00:23:48.422
why are you feeling that way today?

00:23:48.422 --> 00:23:51.112
And it could be a whole host of things.

00:23:51.112 --> 00:23:54.462
It could be that I don't like sitting here

00:23:54.462 --> 00:23:57.082
in front of my computer for so long.

00:23:57.082 --> 00:24:00.872
It could be I don't
know who's in my class.

00:24:00.872 --> 00:24:03.675
So, I think depending on that answer,

00:24:04.652 --> 00:24:07.732
you may have, you may
trigger some ideas for you.

00:24:07.732 --> 00:24:09.362
For example, if it is the screen,

00:24:09.362 --> 00:24:12.542
like maybe there's conversation
that you could have

00:24:12.542 --> 00:24:15.182
with a teacher to see
if there are parts where

00:24:16.692 --> 00:24:19.552
he or she does not need to be logged in

00:24:19.552 --> 00:24:22.875
and maybe she can do
something else offline, or.

00:24:24.032 --> 00:24:27.322
Yeah, I think it's not understanding why,

00:24:27.322 --> 00:24:28.155
I don't know, Renee,

00:24:28.155 --> 00:24:31.695
do you have other things to
add on this one, it's tough.

00:24:32.792 --> 00:24:34.032
- That is a tough one.

00:24:34.032 --> 00:24:36.082
That's a great place to start.

00:24:36.082 --> 00:24:39.002
It's really understandable
that little ones

00:24:39.002 --> 00:24:43.542
might need to move around a
little bit more than they are.

00:24:43.542 --> 00:24:46.882
I would also recommend that
you contact the teacher

00:24:46.882 --> 00:24:48.642
and explain that that's happening,

00:24:48.642 --> 00:24:51.312
not necessarily as a complaint,

00:24:51.312 --> 00:24:53.292
but it's a nice way for a teacher to gauge

00:24:53.292 --> 00:24:54.425
how things are going.

00:24:55.462 --> 00:24:58.972
Our teachers are working
really hard to develop classes

00:24:58.972 --> 00:25:00.572
that the kids will be interested in.

00:25:00.572 --> 00:25:03.342
But this is their time doing it as well.

00:25:03.342 --> 00:25:05.082
And so when you give them feedback,

00:25:05.082 --> 00:25:08.742
it lets them know how to that
they might want to adjust

00:25:08.742 --> 00:25:10.065
and change for your child.

00:25:11.332 --> 00:25:13.122
My other thought is if it's allowed,

00:25:13.122 --> 00:25:15.412
maybe let your child
bring a lovey to class,

00:25:15.412 --> 00:25:18.382
or something that makes
them feel comfortable

00:25:18.382 --> 00:25:19.632
depending on the age of the child.

00:25:19.632 --> 00:25:21.482
And if that's okay with the teacher,

00:25:21.482 --> 00:25:23.995
that might be a way to
help with that as well.

00:25:25.212 --> 00:25:26.442
Or perhaps you could sit with them

00:25:26.442 --> 00:25:28.532
for some of the class time.

00:25:28.532 --> 00:25:29.982
Maybe not all of it,

00:25:29.982 --> 00:25:31.552
but some of it just until they transition

00:25:31.552 --> 00:25:32.842
and start to feel better.

00:25:32.842 --> 00:25:33.882
But I agreed, Caroline,

00:25:33.882 --> 00:25:36.942
I think you have the right approach

00:25:36.942 --> 00:25:38.372
in terms of just trying to figure out

00:25:38.372 --> 00:25:42.305
what it might be that's
creating that pushback.

00:25:44.242 --> 00:25:47.212
- Well, I'd like to say
there's an easier question,

00:25:47.212 --> 00:25:49.432
but the next one's is
quite challenging as well.

00:25:49.432 --> 00:25:51.982
And I think a lot of parents
have this on their mind.

00:25:51.982 --> 00:25:55.662
Vivian says one thing
that she's struggling with

00:25:55.662 --> 00:25:57.232
is sort of that she's struggling with

00:25:57.232 --> 00:26:00.172
is that both parents
are working full time.

00:26:00.172 --> 00:26:02.812
They've got meetings on
Zoom at the same time.

00:26:02.812 --> 00:26:04.242
And so the gist of the question is like,

00:26:04.242 --> 00:26:06.052
how should they think about screen child,

00:26:06.052 --> 00:26:08.592
screen time for their child,

00:26:08.592 --> 00:26:10.152
especially when they are on Zoom calls

00:26:10.152 --> 00:26:11.982
two, three hours a day.

00:26:11.982 --> 00:26:13.602
What's the best way to think about it

00:26:13.602 --> 00:26:15.545
and the best way to control
the amount of screen time

00:26:15.545 --> 00:26:17.125
that they're exposing?

00:26:18.102 --> 00:26:19.762
- Yeah, I think,

00:26:19.762 --> 00:26:24.762
we're very cognizant of the
American Academy of Pediatrics,

00:26:25.412 --> 00:26:28.002
who guidelines around screen time,

00:26:28.002 --> 00:26:31.942
and have designed our app to fit

00:26:31.942 --> 00:26:34.362
within those constraints
on recommendations.

00:26:34.362 --> 00:26:37.652
But I'd also say,
especially during this time,

00:26:37.652 --> 00:26:41.192
when we're all really
challenged and stressed,

00:26:41.192 --> 00:26:45.792
give yourself some forgiveness
and grace in this area.

00:26:45.792 --> 00:26:49.592
And I may not look so
much at the screen time.

00:26:49.592 --> 00:26:51.612
I mean, you're talking about
two to three hours a day,

00:26:51.612 --> 00:26:53.335
so it's not like excessive,

00:26:54.442 --> 00:26:56.962
but look at the quality
of the screen time,

00:26:56.962 --> 00:27:00.862
what is the screen time
bringing to your child?

00:27:00.862 --> 00:27:03.482
And how is your child
engaging in that time?

00:27:03.482 --> 00:27:07.462
So it's there's a huge
array of options, obviously,

00:27:07.462 --> 00:27:10.632
and from very passive experiences

00:27:10.632 --> 00:27:13.082
where the child you can just
see them get glazed over.

00:27:13.082 --> 00:27:15.542
And also things that are not
developmentally appropriate

00:27:15.542 --> 00:27:19.562
where you're just gonna be
overstimulated or not learning.

00:27:19.562 --> 00:27:21.142
But if they're using time,

00:27:21.142 --> 00:27:22.792
screen time in a constructive way,

00:27:22.792 --> 00:27:24.572
so if it's a Zoom call with their teacher,

00:27:24.572 --> 00:27:28.282
and their teacher is
having them sing or dance

00:27:28.282 --> 00:27:30.512
or do activities,

00:27:30.512 --> 00:27:32.932
and they're also getting
some social interaction

00:27:32.932 --> 00:27:36.542
with their peers, that's
very active screen time,

00:27:36.542 --> 00:27:40.622
or if they're learning
particular skills on a program

00:27:40.622 --> 00:27:42.402
that's been designed by educators

00:27:42.402 --> 00:27:45.052
and has learning goals at the forefront.

00:27:45.052 --> 00:27:49.532
And it's really about
active minds on learning,

00:27:49.532 --> 00:27:50.712
which you'll be able to see

00:27:50.712 --> 00:27:52.802
as you observe your child's
learning the screen time,

00:27:52.802 --> 00:27:55.252
and that's those are healthy ways

00:27:55.252 --> 00:27:56.402
to be engaging in screen time.

00:27:56.402 --> 00:27:58.912
And I think,

00:27:58.912 --> 00:28:02.592
very good options for when you cannot be

00:28:02.592 --> 00:28:05.075
in front of your child 100% of the time,

00:28:06.222 --> 00:28:10.002
but it does sound like you
are trying to curb the time

00:28:10.002 --> 00:28:12.705
and I'd say also extending,

00:28:14.222 --> 00:28:17.052
if your child's really
interested in a certain app

00:28:17.052 --> 00:28:17.932
or something like that,

00:28:17.932 --> 00:28:20.722
maybe asking them to
take it offline and draw

00:28:20.722 --> 00:28:23.132
and tell a story about that character

00:28:23.132 --> 00:28:23.965
or something like that.

00:28:23.965 --> 00:28:26.065
Renee I don't know if you want to jump in.

00:28:27.202 --> 00:28:29.005
- Yeah, I think, I would one thing.

00:28:30.072 --> 00:28:33.542
This may be something parents
are already doing or aware of,

00:28:33.542 --> 00:28:37.532
but do try and have your
kiddo be somewhat near you

00:28:37.532 --> 00:28:38.852
when they're on screen time.

00:28:38.852 --> 00:28:40.322
So give them some headphones.

00:28:40.322 --> 00:28:42.422
So it's not disruptive
to what you're doing.

00:28:42.422 --> 00:28:45.152
But if it's possible, again,

00:28:45.152 --> 00:28:48.502
I recognize sometimes it's
not possible and that's okay.

00:28:48.502 --> 00:28:49.922
But it is, that way,

00:28:49.922 --> 00:28:52.642
you can kind of keep an eye on
just what they're what it is

00:28:52.642 --> 00:28:53.595
that they're doing.

00:28:54.822 --> 00:28:56.292
Especially in the case
that you have a kiddo

00:28:56.292 --> 00:28:58.742
who maybe can switch
screens or switch apps

00:28:58.742 --> 00:29:00.492
without you realizing it.

00:29:00.492 --> 00:29:03.222
And then yes, exactly.

00:29:03.222 --> 00:29:05.372
Like Caroline said, you always wanna have

00:29:05.372 --> 00:29:07.842
something ready for your kiddo to go

00:29:07.842 --> 00:29:09.712
if they want to transition off screens

00:29:09.712 --> 00:29:11.242
or you want to try and encourage them

00:29:11.242 --> 00:29:14.422
to transition off screen so
having something out a puzzle

00:29:14.422 --> 00:29:17.722
that's about that is partway
started, a Lego activity

00:29:17.722 --> 00:29:22.252
that's partway started, a paint
like the paint's ready to go

00:29:22.252 --> 00:29:24.692
so they can just get going on it.

00:29:24.692 --> 00:29:25.842
That kind of thing.

00:29:25.842 --> 00:29:27.932
At least that way when they look up,

00:29:27.932 --> 00:29:30.902
there's something else that
they can go to immediately

00:29:30.902 --> 00:29:33.265
and might be interesting to them.

00:29:34.962 --> 00:29:36.362
That's a tough one for sure.

00:29:37.712 --> 00:29:40.302
- So I think we have time
for one more question.

00:29:40.302 --> 00:29:42.382
And Renee perhaps you
could start with this one

00:29:42.382 --> 00:29:44.322
and Caroline if you have anything to add.

00:29:44.322 --> 00:29:47.322
Hilary asks, my five
year old doesn't choose

00:29:47.322 --> 00:29:48.972
the choices I give her.

00:29:48.972 --> 00:29:50.852
She says no, and that
she wants something else.

00:29:50.852 --> 00:29:53.642
Even if I tell her she
can't have something else.

00:29:53.642 --> 00:29:56.125
Any inspiring ideas that you have there.

00:29:57.172 --> 00:30:00.742
- Right, so this might be a good time

00:30:00.742 --> 00:30:03.532
to ask your child ahead of time,

00:30:03.532 --> 00:30:07.252
what are some choices that
you would like to have?

00:30:07.252 --> 00:30:10.552
So, without making the,
without promising that

00:30:10.552 --> 00:30:12.842
she'll get to have them say, hey,

00:30:12.842 --> 00:30:15.152
I wanted some new ideas for choices

00:30:15.152 --> 00:30:17.505
that you might like to
do or like to play with.

00:30:18.552 --> 00:30:21.672
That might help with just
coming up with new ideas.

00:30:21.672 --> 00:30:24.122
The other thing to keep
in mind and be aware of

00:30:24.122 --> 00:30:26.662
is it could be that she
wants something else entirely

00:30:26.662 --> 00:30:28.122
like to spend time with you.

00:30:28.122 --> 00:30:30.502
And so that might
require a little bit more

00:30:30.502 --> 00:30:32.772
of a conversation and just checking in

00:30:32.772 --> 00:30:34.632
maybe a few extra times during the day.

00:30:34.632 --> 00:30:37.752
So letting her know when
you're gonna check in with her

00:30:37.752 --> 00:30:39.372
and making sure to honor that time,

00:30:39.372 --> 00:30:41.362
so she knows when it's coming.

00:30:41.362 --> 00:30:44.462
So you might say, these
are your choices for now.

00:30:44.462 --> 00:30:46.952
I will be back in 15 minutes,

00:30:46.952 --> 00:30:49.662
and I wanna hear all about
what you've been working on.

00:30:49.662 --> 00:30:51.892
Or then we can read a story.

00:30:51.892 --> 00:30:53.592
Or then we can watch a show together,

00:30:53.592 --> 00:30:55.512
whatever is something
that she feels comfortable

00:30:55.512 --> 00:30:59.652
doing with you, could be more
than that she wants that time.

00:30:59.652 --> 00:31:02.812
I have to say my preteen
who's 11 right now

00:31:02.812 --> 00:31:04.822
has suddenly become really demanding

00:31:04.822 --> 00:31:06.152
about breakfast every day,

00:31:06.152 --> 00:31:08.382
which she's been making herself breakfast

00:31:08.382 --> 00:31:10.162
for a really long time and I really think

00:31:10.162 --> 00:31:12.042
it's her attach point for me,

00:31:12.042 --> 00:31:15.612
she wants to get up and she
wants to be able to be near me

00:31:15.612 --> 00:31:16.642
while she's eating breakfast.

00:31:16.642 --> 00:31:19.012
So even our older kids, I
think are looking for that.

00:31:19.012 --> 00:31:20.742
So keep that in mind,
that may be something

00:31:20.742 --> 00:31:22.765
happening with your little one as well.

00:31:26.742 --> 00:31:29.112
- Any other advice, Caroline or.

00:31:29.112 --> 00:31:31.452
- No, I just had a quick thought of like,

00:31:31.452 --> 00:31:33.162
building on Renee's idea

00:31:33.162 --> 00:31:35.812
of having the child come
up with a few choices,

00:31:35.812 --> 00:31:37.642
then maybe you put them all into a box,

00:31:37.642 --> 00:31:39.719
and then next time, you can pick one

00:31:39.719 --> 00:31:43.642
and maybe that element of
surprise would add some intrigue

00:31:43.642 --> 00:31:45.162
to the option.

00:31:45.162 --> 00:31:47.302
- That's a great idea,
that's a great idea.

00:31:47.302 --> 00:31:52.282
And similarly sometimes you
can rotate like a bucket,

00:31:52.282 --> 00:31:55.302
a few toy choices in and out.

00:31:55.302 --> 00:31:56.772
So, today these are your toy choices.

00:31:56.772 --> 00:31:59.622
But tomorrow we'll have these toy choices.

00:31:59.622 --> 00:32:00.962
Kind of put the other ones away

00:32:00.962 --> 00:32:02.412
so she can't see them or access them.

00:32:02.412 --> 00:32:05.329
So she is constantly changing up

00:32:05.329 --> 00:32:07.779
and it looks a little bit
different all the time.

00:32:08.982 --> 00:32:12.912
- Right, well, unfortunate
that's about all the time we have

00:32:12.912 --> 00:32:14.002
for the questions.

00:32:14.002 --> 00:32:16.422
And so Caroline I wanna
thank you and Renee

00:32:16.422 --> 00:32:18.272
for sharing your expertise
with our audience.

00:32:18.272 --> 00:32:21.102
And as you can see, thank you
the audience for submitting

00:32:21.102 --> 00:32:23.262
such great questions.

00:32:23.262 --> 00:32:25.172
And taking the time out
of your busy schedules

00:32:25.172 --> 00:32:26.005
to be with us,

00:32:26.005 --> 00:32:27.672
we really appreciate that.

00:32:27.672 --> 00:32:29.812
As I mentioned before, if you
miss anything, don't worry,

00:32:29.812 --> 00:32:31.732
we've recorded this entire session.

00:32:31.732 --> 00:32:33.602
And we'll be posting that available online

00:32:33.602 --> 00:32:35.252
shortly after this webinar.

00:32:35.252 --> 00:32:36.702
And in fact, when you register,

00:32:36.702 --> 00:32:38.942
you'll automatically be getting this email

00:32:38.942 --> 00:32:41.192
with the links to the recording.

00:32:41.192 --> 00:32:42.522
And then if you need more resources,

00:32:42.522 --> 00:32:43.502
or you wanna learn more,

00:32:43.502 --> 00:32:45.642
you can always go to khankids.org,

00:32:45.642 --> 00:32:48.282
which is our website
for Khan Academy Kids.

00:32:48.282 --> 00:32:50.002
And there, there's a
blue banner at the top

00:32:50.002 --> 00:32:53.002
that links to our distance
learning resources as well.

00:32:53.002 --> 00:32:54.992
And we update those
things all of the time.

00:32:54.992 --> 00:32:58.332
So, please come by and
check out, check by often.

00:32:58.332 --> 00:32:59.562
And then before we sign off,

00:32:59.562 --> 00:33:02.022
we wanna ask you to do us one favor.

00:33:02.022 --> 00:33:04.902
There's a poll that pops up at
the very end of this webinar

00:33:04.902 --> 00:33:07.132
and ask two important questions.

00:33:07.132 --> 00:33:09.962
The first is help us
make future iterations

00:33:09.962 --> 00:33:11.512
of this session even better.

00:33:11.512 --> 00:33:13.252
So if you have any
questions or suggestions,

00:33:13.252 --> 00:33:14.552
please put that there.

00:33:14.552 --> 00:33:15.672
And then secondly,

00:33:15.672 --> 00:33:18.262
we're always looking to create
more content to help you.

00:33:18.262 --> 00:33:20.712
So if the, if you have
any subjects or topics

00:33:20.712 --> 00:33:22.882
that you would like us to dig in deeper,

00:33:22.882 --> 00:33:25.692
please add your suggestions there as well.

00:33:25.692 --> 00:33:28.112
So, from all of us at Khan Academy Kids,

00:33:28.112 --> 00:33:30.815
we just wanna thank you again and goodbye.


Population diversity and resilience

WEBVTT
Kind: captions
Language: en

00:00:00.200 --> 00:00:01.490
- [Instructor] So let's imagine

00:00:01.490 --> 00:00:03.890
that each of these little circles here,

00:00:03.890 --> 00:00:07.910
represent a member of
a population of bugs.

00:00:07.910 --> 00:00:11.080
And, we have two different
population of bugs.

00:00:11.080 --> 00:00:12.780
You could view this as population one

00:00:12.780 --> 00:00:14.720
on the left side of this orange line

00:00:14.720 --> 00:00:18.890
and population two on the
right side of this orange line.

00:00:18.890 --> 00:00:20.640
And these bugs, we're gonna think about

00:00:20.640 --> 00:00:24.360
just one trait, their color,
because it's easy to visualize.

00:00:24.360 --> 00:00:25.670
And let's say that their color

00:00:25.670 --> 00:00:29.150
generally helps them
camouflage from predators.

00:00:29.150 --> 00:00:33.470
So this kind of cloudy, white,
and black, and green layer,

00:00:33.470 --> 00:00:35.630
that's maybe the
environment that they're in,

00:00:35.630 --> 00:00:36.660
where you might find them.

00:00:36.660 --> 00:00:38.840
Maybe it's the surface
of a moss covered tree

00:00:38.840 --> 00:00:40.090
or something like that.

00:00:40.090 --> 00:00:42.840
And these are two separate populations

00:00:42.840 --> 00:00:45.630
of maybe a related species,
or maybe the same species,

00:00:45.630 --> 00:00:47.770
but they're two different populations

00:00:47.770 --> 00:00:50.000
that are not intermixing.

00:00:50.000 --> 00:00:51.720
Now the first question is,

00:00:51.720 --> 00:00:56.070
which of these these populations
has more genetic diversity?

00:00:56.070 --> 00:00:57.340
Well, on the left here,

00:00:57.340 --> 00:00:59.980
we see that they're all the same color.

00:00:59.980 --> 00:01:01.510
It looks like a pretty useful color.

00:01:01.510 --> 00:01:03.260
It seems to hide them pretty well,

00:01:03.260 --> 00:01:05.030
camouflaged them pretty well.

00:01:05.030 --> 00:01:07.360
On the right here, it's
clear that there's more

00:01:07.360 --> 00:01:08.410
different types of colors.

00:01:08.410 --> 00:01:10.070
Some of them are roughly the same color

00:01:10.070 --> 00:01:12.110
as what we see on the left hand side,

00:01:12.110 --> 00:01:13.810
but some of them are good bit darker

00:01:13.810 --> 00:01:15.950
and some of them are good bit lighter.

00:01:15.950 --> 00:01:16.970
So the one on the right,

00:01:16.970 --> 00:01:20.853
the population on the
right has more diversity.

00:01:22.080 --> 00:01:25.220
Now, one could argue that some
of these very bright circles

00:01:25.220 --> 00:01:26.860
or some of these darker circles,

00:01:26.860 --> 00:01:29.040
might be more susceptible to predators,

00:01:29.040 --> 00:01:31.790
and that actually might be the case.

00:01:31.790 --> 00:01:34.010
But what we're gonna think
about in this video is not

00:01:34.010 --> 00:01:35.840
how many members of the population

00:01:35.840 --> 00:01:38.640
may be more or less
susceptible to predators,

00:01:38.640 --> 00:01:40.140
what we're gonna think about is,

00:01:40.140 --> 00:01:42.650
does the diversity help us

00:01:42.650 --> 00:01:45.660
when there might be some type
of changes to the environment?

00:01:45.660 --> 00:01:48.500
Does it make the population
as a whole more resilient?

00:01:48.500 --> 00:01:49.333
I'm not talking about

00:01:49.333 --> 00:01:51.850
any individual member of the population.

00:01:51.850 --> 00:01:55.080
And to imagine that, let's imagine

00:01:55.080 --> 00:01:57.270
that there's some type
of environmental change,

00:01:57.270 --> 00:01:59.370
maybe there's pollution in the area

00:01:59.370 --> 00:02:02.130
that makes the surfaces
that these little bugs

00:02:02.130 --> 00:02:05.650
have to live on a good bit darker.

00:02:05.650 --> 00:02:08.220
So maybe the surfaces look like this.

00:02:08.220 --> 00:02:10.030
So now what's likely to happen?

00:02:10.030 --> 00:02:13.730
Well, in this reality, all of
the bugs on our left hand side

00:02:13.730 --> 00:02:15.880
are now more visible to predators.

00:02:15.880 --> 00:02:17.500
And so you can imagine the predators

00:02:17.500 --> 00:02:19.760
might be able to pick
off a lot more of them.

00:02:19.760 --> 00:02:20.830
Or in an extreme case,

00:02:20.830 --> 00:02:23.200
maybe able to finish
them off all together,

00:02:23.200 --> 00:02:25.550
while on the right some of
the members of the population

00:02:25.550 --> 00:02:29.180
are easier to pick off,
like that one, and that one,

00:02:29.180 --> 00:02:31.040
and that one, and that one.

00:02:31.040 --> 00:02:33.190
While some other members of the population

00:02:33.190 --> 00:02:35.860
are even more camouflaged
than they were before.

00:02:35.860 --> 00:02:39.250
Like that one, and that one, and that one.

00:02:39.250 --> 00:02:42.830
And so the population
because of its diversity,

00:02:42.830 --> 00:02:44.500
yes, a lot of them might die off,

00:02:44.500 --> 00:02:46.120
they might be picked off by predators,

00:02:46.120 --> 00:02:49.280
but it looks like there's a
subset of the right population,

00:02:49.280 --> 00:02:51.470
that is gonna be more likely to survive

00:02:51.470 --> 00:02:53.960
and then they can continue to reproduce.

00:02:53.960 --> 00:02:57.730
And so you won't have the
entire population dying off.

00:02:57.730 --> 00:02:59.930
And you could imagine
it the other way around.

00:02:59.930 --> 00:03:03.980
Let's say instead of the
environment getting somehow darker,

00:03:03.980 --> 00:03:07.820
imagine if the environment
got somehow lighter,

00:03:07.820 --> 00:03:09.250
something like that?

00:03:09.250 --> 00:03:11.200
Well, you see a similar phenomenon.

00:03:11.200 --> 00:03:14.470
All the ones on the left are
now very similarly visible,

00:03:14.470 --> 00:03:17.630
and maybe the predators
could pick them off,

00:03:17.630 --> 00:03:19.520
while on the right,
some of them have become

00:03:19.520 --> 00:03:20.500
a lot more visible.

00:03:20.500 --> 00:03:23.210
In this case the darker
ones are now super-visible.

00:03:23.210 --> 00:03:25.620
The predators might be
able to pick them off

00:03:25.620 --> 00:03:27.800
and even some of the medium colored.

00:03:27.800 --> 00:03:29.430
But there's a good number of them

00:03:29.430 --> 00:03:31.160
that now blend in quite well,

00:03:31.160 --> 00:03:33.510
like that one, and that one,

00:03:33.510 --> 00:03:35.430
and I can't even see them that well,

00:03:35.430 --> 00:03:37.200
they're blending in so well.

00:03:37.200 --> 00:03:38.440
And so once again,

00:03:38.440 --> 00:03:40.170
there's certain members of the populations

00:03:40.170 --> 00:03:42.660
that because of this more diversity,

00:03:42.660 --> 00:03:45.310
they are more likely to be able to survive

00:03:45.310 --> 00:03:48.380
some type of environmental perturbation.

00:03:48.380 --> 00:03:50.760
And so since they are
more likely to survive,

00:03:50.760 --> 00:03:53.750
the entire population is
less likely to be killed off.

00:03:53.750 --> 00:03:56.260
So the population as a
whole is more resilient.

00:03:56.260 --> 00:03:58.320
Not saying that every
member of the population

00:03:58.320 --> 00:04:01.960
is more resilient, but
the population as a whole.

00:04:01.960 --> 00:04:05.000
So the general takeaway here is that

00:04:05.000 --> 00:04:10.000
more diversity leads to more
environmental resilience,

00:04:13.440 --> 00:04:17.250
or resilience to changes
in the environment.

00:04:17.250 --> 00:04:19.650
Once again, we're not talking
about every individual member

00:04:19.650 --> 00:04:21.210
of the population being more resilient.

00:04:21.210 --> 00:04:23.660
We're talking about the
population as a whole

00:04:23.660 --> 00:04:26.160
being able to survive in some way,

00:04:26.160 --> 00:04:27.823
and then keep carrying on.