The Matthews correlation coefficient, MCC, is a better metric for evaluating binary classifications than accuracy or F1 score because it provides a more accurate representation of the performance of a model. It takes into account the size of each category in the confusion matrix, so it is less likely to produce overly optimistic results when dealing with imbalanced data sets. Additionally, MCC is more robust to outliers and is able to provide a more comprehensive evaluation of the model's performance. This article was authored by Davide Cicco and Giuseppe German.


Wow What's up everybody once again, it's brand man, Sean and this video is brought to you by brand man that word Dotcom because I saw myself Now we got to talk about my guy chance to rapper I mean he's had pretty much of a fairy tale career so far from a public perspective But for the first time after a big day Starting to struggle a little bit and let's talk about that struggle what is going wrong or what is changed or Created the impact that's happening right now I got three reasons that I've been observing after looking at everybody's feedback. So let's start with big day All right, I'm not gonna go too deep into big day because a lot of people have talked about it But let's just start with how people feel about it the perfect example of that is the fact that Anthony Fantano gave it a Zero a zero out of ten and a lot of people have been reflecting that in their own way So there's that you can find plenty of people saying that I want to talk about some other stuff So let's go back to acid rap as a rap is pretty much endeared as his most classic album His best album and the subject matter was two primary things or two things that really brought an impact on that project All right, you had this drug-induced Perspective this young kid coming to age and just bringing in all these great ideas But then also having this unique absurd style and that was pretty much when it really came together, right? Ten day he was still developing but that unique absurd style really went along with the idea of a kid being on acid I think those two things together at the same time and then all the quirkiness that his chance came together on Acid rap and it was just a perfect reflection of that But then after acid rap you had a disconnect. All right, and what was that disconnect? Coloring book this is when it started So I'm gonna read some of these hate comments that went along with it or people's overall confusion as a whole So I'm completely aware that a lot of people love coloring book It was his most critically acclaimed album right from the public perspective and the Grammy and all that great stuff However, there was a cover-up that was happening at the same time, which I'll get to in a second But first let's talk about the people who didn't like coloring book, right? You had a lot of people that really didn't understand or care for the religious content the production style was different as well They didn't want to hear about God They didn't want to hear about you coming to Jesus and all that good stuff people didn't want that from chance They wanted acid rap chance and again a lot of people did like coloring book And everybody was not even turned off by the fact he had that religious content in there as a matter of fact Here's a comment that said I'm an atheist But I still like coloring book because it's a good album and it got positive vibes But even that all right for someone have to say but and consider your project It still is something that you don't want your fans having to do You don't want your fans to have to give you a pass and this brings me to a part of the cover-up All right There are a few things that allowed this happening with coloring book to actually be ignored or just no push to the side Chance the rapper was having this rise and doing things that people had never seen an Independent artist doing before so a lot of that narrative and attention was focused on that and you know Even people who were fans from acid rap they were focused and excited about him just coming up to that level So if they didn't like coloring book it was still just this idea of seeing this person you like rise to the top and then at the same time his Visibility was growing so quickly He had a new fan base a lot of these fans that were coming in Kind of from coloring book first or just hearing about him and ask the rap in general some of these features all at the same time So when you have a whole bunch of new fans coming in Your fan retention isn't really paid attention to as much in that time So you might be losing three or four fans, but if you're gaining 10 or 20 fans for every three or four you lose at the moment or every three and four who are like You know discontent with what's going on at the moment It's not going to be registered at that moment because you're just growing so fast at the time And then last but not least even the people who aren't a huge fan of the content Can't really say that it's just horrible music as a whole well people can say that but generally speaking that music was still regarded as Quality music now that brings us back to big day though Pretty much nobody is seeing that as good content or good music It's just not what the public is saying There's video after video meme after meme complaining about not only the music in general That's just not sounding good or seeming a little messy, but also just the idea that yo I don't want to hear about your wife all day All right, and there's nothing wrong with obviously making music about your wife But this actually brings me to point number two and I'd argue This is one of Chancellor rappers deepest reasons for a disconnect And that's the fact that his fans are confused Right this guy who's on 10-day to asset rep that it's there's a little consistency there Right, that's the same guy just a little bit older when you really think about it And it's kind of no still on maybe a possible rebellious spirit or free spirit This guy will suspend it this guys on drugs not really too difficult to add that up But then all of a sudden you have this other guy who's having this come to Jesus moment or this moment where things are becoming so Divine his life is changing and doing a 360 from openly talking about drugs to openly talking about Christ and family and in all of these things and those are two completely different sides of defense I know some people might say well He's a positive rapper and he's always been consistent with his positivity But I wouldn't say positivity was his brain around the acid to a rap time Right. I mean it was just you know his great music. That was all it was It wasn't more so a I'm this big positive guy and even when you're being positive It seems like people are getting positivity fatigue, right? positivity for the sake of positivity is A little bit too much for people at times You do have other positive rappers like logic J. Cole Lil V La Cray Lupe fiasco But they're all different types of positive for what does that mean in the first place? But each of them have some kind of interesting edge or something different about them Chance to rapper right now has just been seeming positive for the sake of positive People don't really see any yin to the yang or yang to the yin and this leads back to that fan confusion and Branding it's called a brand promise. What are you promising to your fans? what is the consistent thing and voice and energy and perspective you're giving people and thirdly which ties right into this is The journey that he's been on has potentially left his fans behind And it just doesn't connect and I know a lot of people think they have the capacity to still Acknowledge your music and love it and and all that good good stuff Even if it's about subject matters that they're there aren't necessarily going on in their life But at the end of the day it still does connect it differently And you don't want to have to keep giving your favorite artists a pass like oh man. Yeah, you know, that's good music I don't really connect to that one It doesn't move me so much, but I still think this is dope music You don't want to have to do that again and again and again and chance his journey Probably doesn't reflect a lot of his fans journey at this point Especially when you connect it with many of them around an album called asset wrap and then the life that you're doing is 360 So essentially in some ways he might have started over with some fans at coloring book Because at the end of the day when you don't connect with the artist content wise like that It's no different than when an artist gets rich and he's referencing all this Super rich stuff and all these scenarios that you aren't completely aware of or you know what that car is But you don't know what it's like driving in that car or some of these things that he's alluding to so it's hard to fully Understand even if it's a great analogy even if it's a great depiction you don't understand the the depth of What they're saying or you don't connect with it the same as when someone's talking about something that is Along with your lifestyle like for me when he talks about his wife and all that kind of stuff especially when he talks about it in a way of You know, this is my wife and all these great things the marriage has done for me I have not experienced that yet. So yeah I get that it's some intellectual Theoretical thing that could happen and a lot of people say that kind of thing and they say that how children change your life and all that kind of stuff however Not being in a place where I experienced that to the extent that he's talking about Really just sounds like somebody telling me about how great their life is and maybe even like an overhead telling me you'll get it one day and We all know that when that overhead tells you that you will get it one day It doesn't really connect and then maybe one day when you get it all of a sudden. It's like oh snap. So maybe maybe Big day will have that impact on some people. I'm probably gonna say not on a lot of people but Maybe it will but for now the disconnect is pretty deep again My three reasons that I've observed is just the music obviously is just it's the music is what it is And there's a big problem there for big day But then also just this brand promise of the fans having to be confused like what is going on? Who are you you keep changing so much and reflecting these lifestyles that part can be confusing for some people and just There's disconnect there. We lead to number three that whole journey. You're leaving certain fans behind I also have a bonus which is more particular the big day specifically And that's the fact that he had the greatest album of all time as one of his concepts for album And that's just so so weird like album come on chance album though And he said himself that when he was thinking of that concept You're thinking about all the different types of songs that are on the greatest album of all time And whenever artists are thinking like that a lot of times it ends up in something messy because it's not a cohesive concept That actually means anything. It's kind of a superficial concept to have it doesn't lend towards Content too heavily, but those are just my thoughts on things I've observed so far I would love to know you guys thoughts on this subject and as always this video is brought to you by brahminnetwork.com Because I signed myself any artists out there who need any brand development marketing advice and mentorship You can check out this out But if you like this video go ahead and like button if you like you might as well share and if you're not subscribed You know what to do hit that subscribe button


Good morning. It's delightful to be here. I was thinking as I was getting ready to put my thoughts together for this talk that I really came of age as a scientist at the same time computational modeling was coming of age. And when I went to graduate school, I really wanted to bring the kinds of equations and numbers approaches that I learned in physics class together with all the fun that I had out in the field and in my geoscience classes. And when I started my PhD, that was pretty new, relatively new at that time. And I had a wonderful time exploring that turf.  I don't get to do that anymore. It's just really a privilege to hear the science at the forefront and how far that's come. I think it's one of the really important things that geoscientists do. I now spend almost all of my time working on geoscience education and education more broadly. I spend a lot of time helping faculty be better teachers. And I like to think I spend some time helping strengthen the education that people in the United States in particular receive. So today, I'm gonna talk to you about sort of the intersection of your world of modeling and geoscience and my world of geoscience education. And I hope you'll find that interesting. What I'm gonna do is to talk, the first place you obviously would wanna start is why is modeling important in geoscience education? And I thought that might be a pretty soft sell to this group that I probably wouldn't have a whole lot to say that you hadn't already thought of. So what I'm gonna try and do first is to outline from the point of view of the people that I talk to in education and in particular, both K-12 and higher education who are not already completely convinced that modeling is really important. How would you go about making that argument to them and what's the nature of that argument? And then I'm gonna try and spend a little bit of time showing you what we know about teaching particularly complex systems with models. I'm gonna touch a little bit about time and rates because I know that's the sort of focus of this conference. And what I hope you'll get out of that is just a sort of sense of what the analogous, if to the extent that what I do can be described I'm not a real researcher, other people are doing real research in education.  So that's the plan. So the first thing I would say is that there's very broad interest in models in education. And the first thing one would do if I was trying to make an argument for teaching about models. And I'm gonna talk here about models as a tool and a method, not so much about the specific use of models in geoscience. But if you were gonna start making that argument you'd look for what the mandate was. And the mandate is out there particularly in K-12. So K-12 has more mandate-like documents than higher education does. And you may know that the sort of overarching framework, I'm gonna talk from a US perspective, education is not as thoroughly internationalized as science is, so I apologize to the international people in the audience. But I'm very interested in how what I say about the US is gonna translate from your perspective in other educational systems. And I hope I'll get some feedback on that. In the United States, the guiding document for science education is the science education standards which were developed in the late 90s or in the 90s. And you may know that those are currently being revised. The national academies have just finished a process where they've been developing a framework for the next generation science standards. And that document came out at the end in the early fall. And the big difference between the old science education standards which were the first time we'd had sort of a consensus opinion from the scientific community about what were the priorities for K-12 science education. The big difference between the new framework and the old science education standards is that it gives fully equal weight to understanding the process of science and understanding the outcomes of scientific research. And it places that all very strongly in a human context. And that means that there's a very strong interest in modeling. So this is just drawn from that document. These are the eight practices we deem to be essential elements of a K-12 science and engineering curriculum. And you can see that developing and using models is the number two one on this list. I actually very much like this list. I wasn't involved in developing it. The frameworks were developed by the national academies using a national academy like process. And the people who were involved were a sort of 50-50 mix of scientists and educators. And they made a big effort to make sure that the scientists were largely national academy members. So that's the first piece is that modeling is clearly recognized as an important part of science when we're teaching as an essential practice of science. If you look in the geosciences more specifically in the last couple of years, there's been a lot of work developing these literacy principles. There are ocean, atmosphere, climate and earth science literacies. The earth science literacies also have a sort of method section and modeling is drawn out in that. So at this level, there's a really strong understanding that modeling is an important part of scientific education and certainly of a geoscience education in the K-12 system. There is some distance between what's in these documents and what happens and I'm not gonna talk about that but I'd be happy to chat about that over lunch. In higher education, there aren't these kinds of documents. Instead in higher education, the mandate for what's taught in higher education really comes largely from two points of view. One is a sort of workforce point of view and in that I'm gonna include developing the scientific workforce and particularly the research scientists of tomorrow which would be the sort of path through graduate school on into research in academia. And the other is the sort of liberal education point of view. What is it that every student coming through college needs to know? On the workforce end, the geo-vision report gives us a good place to look for what the sort of research direction is and how you would conceive of the curriculum in higher education geoscience in terms of heading towards where research is going and as I'm sure all of you know, understanding and forecasting, behavior of complex and evolving systems is the first thing that they talk about in that vision. Thinking more broadly about the workforce, I put up the Gathering Storm document. Most of the arguments about workforce beyond geoscience and specific are about the importance of the need for a stem, for a larger stem workforce and that's really based on the notion that there are lots of predictions we're gonna be short on stem people. I'm not as convinced about those as I might be if I could see the numbers but there's also this notion that the stem workforce does work that's highly leveraged and influences everyone else. To the extent that we make a case that modeling is an essential aspect of science and is essential to developing the stem workforce, there's quite a strong workforce mandate for modeling and science. The other part of the mandate, I don't have any pictures of, but is the liberal education mandate and there you can think about what are institutions of higher education talking about when they're setting their general education requirements and there's two things that I think are interesting from my point of view. My point of view is sort of what comes out of liberal arts colleges because that's where I work. I work at Carleton College which is a liberal arts college and then extends to looking at what people are talking about in other kinds of comprehensive and research universities and looking at the world from that point of view, people are very interested in the notion of critical thinking, of being able to have all graduates leave with the ability to reason from evidence and the other big item I see talked about a lot is quantitative reasoning. I don't see people talking as much as they used to about the importance of science, that every student should have a science. Science is now inside this sort of broader framework of arguing from evidence and quantitative reasoning and I think in both cases a much stronger argument could be made for modeling and the importance of modeling as a skill that every citizen needs to have both to make good use of the information that comes to them from models and as just a way of structuring their ability to reason from argument. I haven't seen that argument made so that might be something your community would like to take on. My slides are in different order than I anticipated. So let me just talk then about backing off, that's sort of the big picture if you wanted to argue really big picture. If you wanted to argue inside a geoscience department which is where many of us spend our energy or then I think there are sort of three ways you can argue for the importance of models in undergraduate geoscience education. The first is about the role of models in science and I think you can make the case that models are essential in geoscience and that geoscience is a case study for how models play out in the breadth of sciences so I'm gonna go into that a little bit more. The second case I think you can make is about understanding complex systems where models play I think a central role as one of the most important tools for helping people really develop a complex systems perspective and I'm gonna talk a little bit more. And then the third is a workforce argument which I'm gonna just touch on but not talk about so much. Making this first argument, the role of models in geoscience, I'm gonna draw on work that I've been involved with in a project led by Kim Castens is just about to, we just sent the book that the project produced off to the editors at GSA so it'll produce a special volume per GSA. That was work bringing together people not just geoscientists, half geoscientists and half other kinds of people like philosophers and cognitive scientists, psychologists, anthropologists to talk about what do we know about, what it means to be a geoscientist and about teaching and learning sort of essential aspects of geoscience. So that was a very interesting process because you got a little, on the one hand the geoscientist knew much more about what geoscience meant to be, what it meant to do geoscience but the other people had a much broader perspective and could put things in context that really helped. So from this work thinking about what does it mean to be a geoscientist, I'm sure well versed in the fact that we all fight about what a geoscientist has to take in school all the time because our field is so broad and so we were trying to get an intellectual framework in which we could address what is it that the curriculum should look like and this was sort of an essential piece in that work which was developing the notion that there are perspectives that no matter what kind of geoscientist you are are shared among all geoscientists and at this point I would say this is a hypothesis so if this doesn't resonate with you it would be good for me to hear about it but these are items that came out of that work that have resonated with the people I've talked to and they are not the things that we fight about when we're fighting about what we should teach in the geoscience curriculum and just coming right after Jorge's talk you can almost see these coming, you can see the example that he gave of all four of these things coming together in his presentation, observations of the natural system I understand in the framework of a complex system reflecting a history of geologic time and organized geographically, spatially and temporally. The modeling piece plays in I think particularly important in this complex systems part but you guys might be in a better position than I am to talk about how all modeling is related to our ability to develop in students all four of these things which for my money are sort of at the heart of what we're trying to have our students leave with. The other piece of work I wanna draw from this is a set of ideas about how we as a discipline test hypotheses, you may know that or you may remember that for at least all of my lifetime science has been taught in the K-12 system as having a method and that if you looked at that method it is very strongly influenced by the need to do controlled single variable experiments and that if you thought about its relationship to your work as scientists you often scratched your head and wondered how they related. That has now become, that's an important topic of work in education broadly is understanding how to teach students and how to convey the complexity of science as a way of thinking and so in that context we spent a lot of time thinking about what does it mean to test a hypothesis in geoscience as opposed to in physics or in social science or in anything else literature if you wanna think about literature is having hypotheses they test they call them theories but unless. These are the ideas that rose to the top as being really central. The first one is the one that's related to our use of case studies of studying specific field areas and then comparing between either cases in time or cases in place. The second is the notion that we bring together lots of different kinds of lines of evidence usually because no single line of evidence has all of the evidence that we need so we're always working with converging lines of incomplete data and then third is the testing understanding through prediction which I would call models and I wanna emphasize here that I don't think this is a new thing. I don't think this means computer models. I think we have always tested understanding through prediction and when I think about when I first worked in the field the notion that you are working on a, you think you're working on a fold and that you think you're standing on the north limb of a fold of an anticline that means you predict what you're gonna find on the south limb of the anticline and where that is and then you go there and check it right and that's a different kind of testing. That's also kind of testing understanding through prediction not as sophisticated as, well equally sophisticated but not as computationally intensive as what we do when we test predictions, understanding through prediction with models. We also test models by going backwards. I don't wanna take that out but those are the ideas that came in and you can quickly see how critical models are if that's computational models, analog models, all kinds of models becomes thinking about the whole notion of conceptual models and testing with models become critical in helping a student understand how geoscience moves forward. So learning about the role that models play in geoscience is part of understanding geoscience and a way to understand models more broadly and I think that can be, that is an argument that we should be making hay with both in terms of making sure that our students get really strong exposure to models and models in their role in geoscience inside the department and inside the courses we teach but also in terms of helping our institutions and our policy makers and other people understand why it's important for students to have opportunities to learn geoscience. And then let me just say this about what do we mean when we say they should get to learn about models? That's actually something that one has to, that needs to be articulated clearly and this was me thinking off of the top of my head and this again is an area where I think you would, I would be really interested in your insights. Thinking at the level of a student coming out of an undergraduate degree that, or out of high school either one, that wasn't necessarily gonna be a geoscientist. What is it they should know? They should know the difference between models and reality. I'm sure that drives you guys nuts as it does me when people get those two things confused. They need to understand the relationship between the role of assumptions in models. They need to know how one goes about testing the results of a model. Is the model working the way you want it to work? They need to understand the uncertainty that's inherent in the results that come from models. They need to know how to use the results that come from models. I'm always struck, I always remember that the day that they had the really bad floods in Grand Forks, I'm in Minnesota and the citizens were up in arms because the water had come in higher than the predicted flood stage and they had no sense of the notion that the way to use the model results was not to look at the exact inch of the flood stage and sand bank only to that. So knowing how to use the results and how they play in their lives. And then the role of models in science which again going back to the notion of how science, the importance of people understanding what science is and how it moves forward. There's the right hand side are things that are on our website about teaching with models which I'm not gonna talk about the pedagogy of how people currently teach with data and with models but those are resources if you wanted to learn more that you could look at. So how am I doing? I have about five minutes. Is that where I am? So I wanna, my other sort of thing I wanna really emphasize is this notion of teaching complex systems which I think I've already laid out for you how I think that fits into being a geoscientist. But I actually think this is one of the very, very most important things that we do as geoscience instructors, geoscience faculty, geoscience teachers. This is I think the strongest place in the curriculum for students to learn about what a complex system is and how they work and in particular to develop some, a revised view of the world based on understanding complex systems. And to me that means that we all become as soon as we understand the way complex systems works in the complexity of the earth system we've become much more humble. We come to understand that thinking that we're gonna understand the earth system in a way that we can predict extremely accurately when an earthquake is gonna happen or what the weather is gonna be is a very challenging and complex thing to do that we come to expect that there'll be impacts far from the source, if a system is perturbed they're gonna be impacts far from the source in time and space and that they're gonna be unanticipated consequences. And if we took that stance in our approach to our interactions with the natural world that would be a huge shift in the way we work. So I think that's incredibly important and is really laid out as a goal for in all of these literacy principles. But I actually think it's even more important than that for people to understand complex systems it changes your worldview. It changes the way you think about cause and effect. It makes cause and effect a much more complicated thing. And that changes the way that you understand the things that happen to you from the reason why your boyfriend broke up with you to why it is you got the job or didn't get the job to why it is that our foreign policy might be the way it is. And I just think at the moment we still have really a culture in which a linear cause and effect model is very dominant. And one of the most important things we can do as educators is to help people come to understand complex systems. That is an opportunity we have and a really important piece of work to do and probably the strongest argument for why geoscience should be much more important in the K-12 curriculum because I'm gonna finish up in a hurry now. We've done some work on, brought together a lot of people who research and work in complex systems and their teaching of complex systems. And the sort of first order conclusion is that understanding complex systems takes time. It's not something you can do in a single class. Anybody who's tried to do that can tell you that. And as a consequence I'd say this is a huge argument for a learning progression that extends K-16 deals with models in complex systems. So I'll stop there. Thank you. Thank you very much, Cathy. Questions? I understand the emphasis in better teaching geosciences but one thing that puzzles me in the US but also I think in South America where I grew up and was educated and in Western Europe where I have friends who are educators is that in kindergarten through high school or secondary school 12th grade there simply is not much education on geosciences. The number of hours is appallingly low. Most kids come to college without having had a single hour of instruction in geology. They have geography where they see a little bit, maybe a little bit of geology but not real geology. Is that being addressed in the new guidelines? Simply the number of hours besides everything else and improving the quality? That's a great question. And let me start by saying that education is a complex system just like the earth system. And part of the reason I make these arguments to you is so that we are better equipped to argue that case. So in my understanding the reason why geoscience is not represented more fully in the K-12 curriculum is a historical one that there was a meeting of the minds in the last century, actually the two centuries ago that decided that physics, chemistry and biology were the core, this was probably replacing Latin. As the core, so we've been fighting against that decision. Now when the first science standards were written in the 90s, the huge victory for geoscience was that geoscience was considered a full partner in that. So there are four fields in the old standards and in the new ones and earth science, earth and space science is one of them. So that was the first step towards really making geoscience a more integral part of the K-12 curriculum in the United States. The second step then is to get that implemented in the schools, so two things have been big in standing in the way of that implementation. One was the implementation of standardized tests, which took a lot of time away from science period but certainly took time away from geoscience because we were not fully represented in the science test. And the second, I forgot what the second, the second huge piece of implementation is that it's very hard to put new courses into, especially high school education because you have to make space for said new courses. So that is all being worked on very hard. It's been a challenge, there are many things that higher education people can do. It's a challenge because many universities don't accept earth science, high school earth science as a college lab science, which undermines our cause. Certainly the preparation of teachers has been a challenge and those teachers receive their geoscience education in the colleges of higher education in the United States. So those are the places, those are two sides of the issue you can work on. One is making sure that everybody's being well prepared and that earth science counts in the higher education system and the other is sort of paying attention to what's happening in your state in terms of just describing the K-12 curriculum, defining the K-12 curriculum. I really agree with you about the importance of a complex systems perspective, not just in geosciences, but in many other phenomena. But from someone who's, I mean, I've been involved in trying to think how we can educate in this and you're looking at K-12, teachers who are teaching have no idea about complex systems. Education programs at universities have no idea about complex systems. Largely universities do not teach anything about complex systems broadly across the university and then the policy making bodies that actually decide what the curriculum's gonna be having a clue. So do you have any idea where we would start? Well, you know, my approach to questions like this is you have to start all places at one time, which means that, you know, it's just like where do you start to learn about geoscience, right? You have to learn everything at once before it all makes sense. So start all places at the same time, which means it has to be a big effort. But among the places we can start are making sure that inside geoscience programs, which we have more where we have a lot more influence than we have at the university level, we're doing a really robust job of integrating systems thinking across the curriculum. Then I think I look to GIS as a really nice model. We, you know, in many places GIS started out inside the geoscience curriculum and has now migrated out. So there are strategies that come from that. So those are sort of two kinds of approaches that are local. Then I think it's also equally important to start with these arguments about how can we be leaving this out of all the things that we teach? And it's important to show the applicability of complex systems and complex systems thinking, not just inside science, but outside science. That would be my... There's also a whole bunch of research things. I mean, the slides I didn't show, this is cheating. Where there's research about, that has to be done, about how do you go about teaching complex systems, right? So right now, we don't, A, we don't know how, if you're gonna find a student who knows what a complex system is or understands complex systems, how would you recognize them? That's not particularly well articulated. And then students learn, especially if you're talking K-12, they learn things as they mature in their brain. So what's the sequence that, what's the progression look like as you go from not knowing anything to having that fully developed point of view? And what's the relationship to learning about cause and effect? Cathy, do you have any idea what is the percentage of the earth scientists who does the modeling? Oh, no, I don't. Well, I mean, you mean computational modeling? Yes. I'm sure it's growing. Maybe James can answer this question. James, I would like to know how do the members CSDMS? What percentage of members belong to geosciences? Because my feeling is, see, the modeling work is not done by the geosciences. Everyone has a different meaning of what geoscience is. Geoscience to the National Science Foundation includes atmospheric earth science and ocean science. So if you take that geoscience, everyone here is a member of that. If you take the more narrow world that geoscience is just geology, you would say maybe 50% of the people in the room would wear that badge one way or the other. But the modeling is done mainly by the engineers. No, very few. No, I would say that most of the people in this room who would consider themselves geoscience geologists do modeling. It's just that they're not representative of the big, large group of geologists who maybe down to 20% representation in those fields. But the geosciences in departments around the country are getting very quantitative. 20 years ago, that wasn't the case, but I'd say most professors are teaching some level set of skills in quantitative modeling.


we have a very interesting thing to announce now. So, the the past many years people have been working, the past many years people have been working on different areas and we have to recognize some people who are standing out, some groups which are standing out not just people ok. So, it is essentially not individuals, but the group of people. So, we have some awards as usual. So, the first one is DD Cosambi award for cultivation cultivating scientific number by remodeling the curriculum at the delivery stage. So, this essentially what you people have been doing, the students have been doing largely is being incorporated into the syllabus or how to while while delivering the curriculum in the classroom. So, some culture of you students have been sort of transferred to the teachers and through them to the larger student body and the the the education system. So, you can see 10 such groups MHSS Goa that Sucheta Naik is one of the leading persons there, IAS Jaipur Srimoyee, Cochin College Bilaspur Komal Singh, Cochin College Manju and Shreech Smita, Bliss Sapparkatti, I do not know whether I am pronouncing it right this is the first time I am hearing this place it is actually on the border of very close to the border of Burma ok in Assam ok. Sushant Singh, the the Al Singh called Bliss ok, the Al Singh college Chitralekha, Bliss Silchar, Krishendra Roy you must must be seeing Krishendra Roy's a lot of photos he is organizing on various things. Ganesh Bhasky and group and Ranji College, Adarsh Vidyalaya Shreedevi, KV Arariya, Nirmal. The second group of awards people who are getting the awards this for in the name of SK Mahajan awards for science education and research initiation. SK Mahajan I do not know I do not think we have given an award till now. SK Mahajan has been a very very interesting veteran scientist in in BARC and he passed away some some years ago. His wife Bhaktavar Mahajan has been here a faculty and she is very very keen that we should have an award on his name and we are also he has been a friend of us and he has been an inspirer for all these type of work. So in innovations in Hydra culture Moina so ARIF lab who is ARIF here is ARIF here. So we have people say that Obaid's lab, Vidita's lab type of thing people say that so this here is an ARIF lab you must have heard about it and people who are working and joining now particularly Obaid's, Harshada, Vipti, Ashwini, Sheetal who just joined recently and ARIF and Sarthak. Now Sarthak has also created some sort of an innovation in Delhi by starting a like I think you heard what ARIF's group have been doing they have been developing Hydra into a sort of every homes business is it not you know you can you can keep it in every home like Jee and said about desktop yeah type of Hydra culture. Something similar what it has not been really evolved but there is a seed of that Sarthak has sown is on Moina he is developing he and his groups are developing it into a Parkinsonian model studying its mortality and stuff like that and which he started actually in Kottayam there is an indoor university center at Kottayam where he went for his internship and those people actually has adopted that yeah Dr. Mohan Kumar who has been known to us from Kolkata he has also adopted it so the award goes to that and the third award is Anil Satgopal's People Science Awards for Population of Science. Now I think if anybody has been looking at our instant messaging systems you must be noticing Tushar Tushar's group from Konkan has been one of the one of the major contributors to popularizing science and particularly popularizing science in their area and particularly very very extremely brilliant way they have been doing it and very consistent way they have been doing it one of their contribution standing a contribution is slice of every month slice of the season every month I think that's why representative sample of the the Maharashtra Sathya Maharashtra they have been doing it which other people are emulating it from other we have several such slices that's coming from all over the country now I don't know whether we'll have time to time to screen all those things Jay will be doing that okay so that this is what I wanted to announce and it's a very happy occasion to announce this particularly in the name of Didiko Sambi, S.K. Mahajan and Anil Satgopal I think I will stop at that and be the for the Jay thank you very much okay so one of the major activity in which a lot of people have been contributing in cube since actually last year is mango mapping okay so this year this has been you know one of the one of the activity in which we have got a large scale you know participation from across the country people have been sending pictures and so many pictures that you know now you know we have so much of data within one year okay so one of the yeah yeah so one of the thing that you know what we had started is that to map the mango so initially what people were sending the pictures of the the mangoes the mangoes mango trees you know from different you know at different time in every month actually so what they what we started to make a hypothesis is that you know when do the mango tree flower so that was the major question so we have we last year when we did it we found that you know as we so first the mango tree starts flowering in the lower in the lower latitude like you know which is you know in India it is near Kerala for example yeah because yeah Kanyakumari yeah because because that is you know very near to the equator so it's actually 8 degree north latitude so it is very near to equator so it gets a lot of you know first it will get the light period maximum amount of the light you know and then the thing will the light will be migrating to the upper places so we have started to see that you know when we started to map this we have got some data here yeah so this is a map which we had made in january and february uh yeah one second i will just yeah january and february 2017 where you can see that you know the yellow ones are the flowering flowers and so and the green ones are green ones are fruiting so first thing is the you can see that fruiting is first is all around near the you know south southern part of india so it is it means that the first flowering happens there first law and then the flowering migrates there and till the until the flowering will migrate there the lower one will be started to fruiting started the fruiting so and you can see that you know as far as so what we have found that there is a very less amount of flowering in the uh what you call northern regions and as we then if we go to the next month you know then february to march we found that you know there is a lot of uh the flowering which is happening across the india the in the northern part also it shifts so there's a shift of the flower the fruiting before it was only in the southern part now it is also happening started to happen in the uh in the what you call the northern part it means that the first the early flowering happens there it begins from there and then it migrates so this was the pattern which we observed and then yeah uh so i think yeah i missed the one yeah so this was the very first so this is actually the beginning one september two january this is you know this is what you call around in the uh the winter actually when it is no starting starting winter yeah autumn ending and yeah so at that time see the flowering first begins in the karela so there is no the gray ones are the ones which are not flowering and not even fruiting so mumbai is coming there flowering doesn't even start there but it starts in the karela so this was the pattern which we observed and now this year also we have repeated the same thing and we have got the similar kind of pattern so here is this year's this is a data of this month sorry december month of the december so in december the flowering is happening there again the what you call the southern part it is coming close to the uh what you call uh the mumbai or goa this is goa in maharashtra vatnagiri side but in if you go towards this uh like bihar ararya or asam that regions are actually not having any flower and not having any fruit december december of 2017 so this will be around you know yeah so two months back so it means that it has started in the southern part and so there's a clear cut distinct you know what you call the difference which is there but you can see that two looks like looks like yeah but there are two things like you know around have not started flowering okay so that may be because we have not got some enough data from there it could be yeah it could be atypical or it could be you know that we have not got enough data if we look for around for some more data actually we have less data for that if we look that it could also be you know some some of them could be started to flower but definitely it is not started in the upper part like you know the the bihar asam you know up kind of places so this is a pattern which we have observed now what is this actually why we are doing this okay first thing is of course that you know you get a large scale part of the people are becoming sensitive to the to the you know environment around them they are taking pictures anybody can do it even a you know school student can just click a picture and send it to us you know we have so many groups he can if he doesn't have mobile he can take a help from parents and all but the thing is that that is one of the thing but our question is more than that what we are understanding is that you know we want to under we want to look at you know there's a why this change is happening why actually this is happening this is because actually because of it's called a photopedidism there's a the light is affecting the flowering so tree there's a tree in kerala there's a mango tree in mumbai there's a mango tree in you know bihar but all of these are these trees are could be same but these things these trees you know are having different behavior they are flowering at a different period of time that is only because we are saying that it is a it's a direct environmental effect on the plant you know and the environment effect means it's a light effect effect of the light so there's a photo period the how much time period the how much light period will the plant get it depends on that when it will flower so it so it has to go into if you go into deeper than it has to deal with the you know how there are genes which are responsible for flower so that means that at that period of time so so once you get that much of light period that much of accumulation of the you know light period then it will trigger some of the genes until that until that you know until that time it will not be activated that gene will not be activated so there are many genes so you can go up to the level of you know how does the flowering what is the basis for flowering or what is the you know biological you know mechanisms responsible for this flowering changes so this is one of the things so we have got a lot of I will just show you some of them yeah so so this is okay so these are some of the things which we have got from this is from Supriya and Orissa this is coming from Orissa Kattak and then they have actually you know they have been looking at when does the flowering happens so no flowers are budding leaves observed this is coming from so this is Orissa you know yeah Kattak so no flowering until till 15 December you know then there is again new leaves are coming new sprout of leaves are coming but there's no mention of flowering so okay there's new leaves are there but there's no so again there's a question that that before the before the flowering happens just new leaves are sprouting so why that you know yeah the our question was that you know is it that because their flowering flowering is postponed because there is a leaf which is sprouting so there is a vegetative growth but there is no what you call the reproductive you know the growth is it because there is a sprouting happening because of that vegetative growth the reproductive growth is getting prolonged that is one of the question which we are thinking so so in okay inferences I think yeah majority of the mango trees of this chosen area of observations sprout new leaves before flowering so this is the conclusion they are they're drawing that before the flowering the new leaves are sprouting so whether there is a vegetative versus reproductive kind of you know aspect to it then okay then I will move to other things that we have got a lot of data from as Arunan sir mentioned that we have got a lot of data from Konkan this is again the slice of the season that there's a lot of seasons a lot of our biodiversity or you can say the animals which are there around whether how the our environment is affecting them means how what kind of animals we are finding in different seasons so this is just a collection I'm not saying that we are we are not looking at we have not looked at the pattern emerging from it but we have definitely got a lot of contribution that there are so many butterflies we have got from so this is a person Tushar who has been sending all these entries so every month so this was the month of December then we have he has also sent in November you know caterpillar he has all these collections from is around the surrounding and around his school area so this is a contribution of January which Arunan sir only talked about then I will yeah this is I think again from October month so and we have one contributor from Delhi who has actually documented you know recorded all the this the butterflies in his camp that is ANDC campus so he he shows some around there are some 15 species he has recorded he himself alone but there is an interesting thing there so these are around 15 species you know I don't know the yeah names are some you know pale grass blue butterfly Tridex yeah this is by Subram this is by Subram so Tridex patch or there is another one which is Dennis so there are many so he has actually documented 15 but the interesting thing is not that you know you are getting of course you will get the butterfly but our question is that what you know how many different kind of butterfly you will get it yeah so how many different kind we have got one paper one recent article which says that I don't know 50 50 species of butterflies but that is very less there cannot be a 50 species of butterfly we don't expect because there's so much of you know for example you know gardens around you know so many things but house this is an urban area as I'm talking not the not the jungle or things forest like but urban areas 50 is documented which means actually whether the butterfly species are decreasing numbers of the species are decreasing because of the urbanization we don't know yeah so this is very in that way it is it is a interesting thing to know okay then we shall be yeah we shall be moving to yeah one more thing okay so this is about the what I just mentioned about the flowering seasons and the different kind of biodiversity around us but I have another thing which is on the what you call the the drosophila so you have every we have discussed so many things about drosophila circadian students discussed about the circadian rhythm things and then they also discussed about the evolution aspects in the drosophila but we are also looking at we have just now started what you call introduced just introduce I'm just introducing the new system new drosophila can be used for as a model system for immunology studies we have just introduced this so I'm just for so there is a lot of so drosophila has actually you know noble price now recently noble prices have gone for the immunology studies so one of the way in which what so one of the studies by by the these three scientists so you know who have got noble prices uh Hoffman you know and he has got noble price in 2011 and the what actually they found out is that is that you know how the how the body senses the pathogen so initially so what actually there is a role of innate immunity you know there will be macrophages all these things we know but what actually what what receptors will be uh you know detecting that there is a pathogen so because there are so many pathogens around okay there are plenty of different types of pathogens around so there cannot be a one receptor or kind of things so all these things are questions which are there but they have found out the receptors which are involved in this kind of first so there's a first line of defense the receptors they have found they are called as told like receptors so they're involved in the innate immunity means so they actually are present so Hoffman and uh his colleagues made his pioneering discovery in 1996 when he's uh investigated food flies combating infections now this can be easily done in any simple lab like even cube labs are you know it can be done so they have access to flies with mutations in tall genes told like receptors genes when Hoffman infected toll mutant flies with bacteria so they are infecting the flies with the bacteria or a fungi it means that they're growing them with the bacteria yeah in the medium bottle he discovered that toll mutants infected with fungi died because they could not mount an effective in fact uh effective immune response so which means that if that if that receptor is blocked or mutated the organism the fruit fly will not be able to detect the pathogen and if it is not detecting the whole lot of you know immune response will not be triggered it means that the immune response is coming from that receptors so that's so important for our immune whole immune system to know so that is why the it's a huge contribution so again the thing was that you know okay what how we can be it can be used to us for example we have this drosophila who has which is actually we have this larvae of the drosophila you know so larvae actually if you just put the puncture the end of the larvae the lot of fluid will be coming out and that fluid is actually the the hemolymph the the fluid has the lot of you know blood blood cells so that blood cells will be having what they will be having lot of you know all these things the the the lot of immune immune immune cells so you can get you know myeloid lymphoid all these erythrocytes lymphocytes so we can actually observe them you know you can see the blood cells so if you for example if you infect the if you infect the animal with a bacteria these bloods the different kind of immune cells should be getting higher because the immune immune response is now triggered so number of them will be higher so you can get the higher number means the WBC count will be increased like you know you can maybe you can get the macrophages level is increased you know or B cell level is increased so all these things are actually you know responsible so those things can be easily and I said in a simple thing so yeah yeah yeah we can stain so the thing is that we the the the simplicity is that we can stain with the normal stains like you know you can use some fields differences in field stain are available leishman leishman not but field stains are there which actually stain because they are there's an acidic there's a difference in their acidity some are acidic some are basic so they can be stayed stained easily so this was the other thing so I just wanted to yeah so I think just one minute I can if I can play a video so then I can just move to the movie session oh I think it will not load yeah we have the videos here but I'm just one video you can get one minute yeah done yeah lights if light I don't know it will work but I will just check once if it is not yeah we can go to the movie screening session yeah yeah no I think it will take time yeah leave it leave it okay so I think it is not going to yeah these are just hemocytes and just moving some random this is video but okay yeah but yeah I will just move to the next movie screening session so yeah so everyone has got the small sheet of paper has everyone got it is anyone there who has not got the paper okay so we will be so we will be now showing some movies and that movies yeah grade star yeah five star is maximum we have the names for the different places can names are there okay maybe you can write down the names that is good because yeah yeah yeah yeah but star means you know five star if suppose there are three movies who are having three stars or three movies having five stars okay so you can just write down the names accordingly so I will play in this order only so no problem so maybe you can write first is butterflies yeah otherwise you can okay yeah just butterflies from kochi okay if there is any problem in the name also again from butterfly only so yeah you can write them so now I'm going to next video this is of something on butterflies but this is it is coming from goa next okay this is actually some some seasons or something like that but this is a very important video I'm just you can I don't know you can mark or not but whether it fits in the criteria of marking but I'm just saying that it is a important because it is a lab you know he has made this the person is called his name is Nirmal he started a lab cube lab in the area and this is a video of just that I don't know I don't know it I think it has no volume yeah the one who is watching through microscope is the person so he has started a lab in no it has no volume okay this is mango tree spinology this is mango flowering so these are the flowers of my name Nirmal the person's name is Nirmal this is for me that is for you this is for me so I can only see this yeah there is a yeah this is one video also okay yeah okay yeah we'll move to the another group so yeah so another group is this is from Guwahati this is a bliss group from cube group from Guwahati so I will just play this this is about the DNA extraction this is a group which I had also presented the the DNA extraction he's going to present they have also sent the in the last session but they have refined some of the things now and they have sent back again the requirements are clear glass and beakers common salt because banana glass rock spatula needle distilled water shampoo teenage rubbing alcohol that should be ice pool and a ziploc plastic bag now how to do the extraction first we have to remove the peel of the banana after removing the peel we have to put it inside the ziploc plastic bag and then we have to seal it and now we have to smash the banana we are doing the smashing because this will break the plant matter now we have to take a clear glass and we have to add two teaspoon of common salt using this spatula this is first spoon this is the second teaspoon now after adding the salt we have to take the distilled water now we have to pour the distilled water half cup it's almost the half cup now we have to steer the solution very gently now the solution we have is the salt solution now we will add two ml of shampoo that we use in the house now that's two ml of shampoo now we have to stir it well and we have to make sure that no bubbles should be there the salt we had added will later help the DNA to stick together now we have to add this solution to the ziploc plastic bag of squished fruit we have to add enough so that we have a nice mixture that we can see through it that's probably about one third of a cup of salt solution now now flatten out the plastic bag to remove most of the air and then seal it up gently squish the liquid around let the mixture sit for 10 to 20 minutes to give the detergent time to release a lot of DNA after 20 minutes so the next step is to filter the banana smash so we will do it with the help of peanut we will place the peanut on a beaker and then we are going to pour this whole banana smash into it now we will gently squeeze the banana smash to get a liquid now we will place the peanut aside and we will take rubbing alcohol which is ice cold so we will add the alcohol as much amount that the liquid is present here so we will left it for three to four minutes so as you can see there are two layers the layer at the upper surface is actually the alcohol in which the DNA is mixed and the layer which is settled at the bottom is the juice of the banana mash we have our DNA extracted and it is submerged in the distilled water so now we are going to add this in our DPS solution here we have taken 10 8 ml of glyceric acid with 0.2 ml of H2SO4 and 170 of DPS DPS powder we are adding the DNA here after it we will place this test tube in the water bath it is on 100 degrees Celsius that means the water is boiling here so we are going to add this here don't gently place it and we will close it and we will wait for 15 minutes 15 minutes we are going to see what it had happened it's too hot yes we had DNA the DPS we had added has turned into blue color dyed blue so hence proved that the DNA we had was the DNA thank you yeah last time they didn't have the control so now they have they are showing the controls okay okay okay this is again the another one from for the same DNA extraction hello everyone today we are going to extract DNA in a very first let us introduce ourselves hi and veneetha hi i'm kriya and our friend who is shooting the video for us is Sunandha the materials which we are using today for our experiment you can find easily in our home before studying our experiment we would like to tell you that we took variation in our surfactant salt and dye and the variation in the surfactant are vim life point and lux and the variation the salt which we used are crude salt and common salt and the variation this time which we used in the stirring of the solution is firstly we didn't state a solution at all secondly we stirred it for two minutes and third we stirred it for five minutes after conducting a number of experiment with our variations we got to our standardized protocol which we are going to demonstrate today in front of you so let's start our experiment firstly let's have a look at the material which we will need today for our experiment our source which we are using today banana we have some water salt alcohol mortar and pestle all those 10 grams of this soap we have taken vim and a strainer so our first step will be will be smashing our banana as you can see we have chopped our banana finely so that it will be easy for us to smash it we'll smash our banana using a pestle and a mortar smashing the banana helps us in breaking apart the clusters of cells from each other so we have smashed our banana as you can see banana is properly smashed so now we'll keep our banana smashed aside and we'll prepare our solution so for preparing our solution we'll need a cup some water we'll fill our cup almost three fourth with our water the water we'll add almost 10 round of vim you can use any liquid dish soap then at last we'll add half teaspoon minutes so guys we are back after 10 minutes so after 10 minutes we'll filter our mixture using a cup and a strainer we are using a strainer for filtration you can use any cloth like muslin cloth or cotton cloth so now you can see that the debris of the banana smash which did not get filtered are left in the strainer and the solution got strained in the cup so our last so our last step will be will make a layer of alcohol in the solution alcohol helps to precipitate our precipitate out the DNA out of the so now you can see that the debris of the banana smash has been left in the strainer and the solution got filtered through the strainer and will be will add a layer of alcohol in the solution alcohol helps to precipitate the DNA out of the solution be careful that you use chilled alcohol for precipitating the DNA so you can distinguish here the two layers of solution the down part is the solution of the banana smash and the above part is the alcohol the more we let it set the more DNA gets precipitated out we can see after five or ten minutes that the DNA which has been precipitated binds together to form a cottony mass so you can see that after five to ten minutes all the DNA which has been precipitated got bind to form the cottony mass substance in this video we'll confirm the DNA which we have extracted in our previous video so let's get started so let's have a look at the material which we are required for our test we'll require B cup test tube neither for taking out the DNA from the cup 2 ml of H2O4 then ml of glacial acetic acid 0.1 gram of DPA which is our reagent our extracted DNA and gloves as we are dealing with acids so let's get started first we'll take a test tube and we'll add 8 milligram of glacial acetic acid now in it we'll put 2.5 milligram of concentrated H2SO4 now we'll put our test tube inside it we need to submerge the whole solution in the water bath so after 15 minutes you can see that our solution has turned into deep blue and this confirms that our solution has DNA so that's all for our experiment thanks for watching us hope you like it today again it was yeah because this is also DNA extraction so I'm just okay no you don't want this okay we don't want that okay first we'll go to then maybe last last we'll go to that so see he actually has done it yeah he actually has done this at at our home so this is our home lab kind of thing which he has made so yeah we'll move to next next is what mango market okay yeah okay this is uh this is a first first mango which came uh and this is a video which person who is from from goa she has taken from the market so because the market is a you know kind of marker for mango you know when the mango comes in the market we can come to know that you know it may be when the first mango comes to the market that will be very interesting to find out in in various parts of the mango in market mango phenology next is kerala so this is a place where first the mango flowering starts she shows the flowers also this is mango phenology from uh goa yeah this is from jaipur so this is again true flies can be raised easily wherever fermentation is in progress in laboratories they are usually not fed directly with override and fermented fruits because the fruit culture media will become too soft by the time new flies begin to hatch due to the process of fermentation therefore fruit flies are fed in more solid culture media enriched with all the nutrients essential for survival and growth of life materials required for the preparation of media conical flasks spatula cotton stirrer measuring cylinder media for 250 ml involves various components dextrose 12.5 gram adds as a source of carbohydrates sucrose 6.25 gram again as a carbohydrate source mains powder 20.75 gram enriched in carbohydrate again as a major source but also includes proteins fat and some other micronutrients yeast extract 3.75 gram acts as a source of vitamins digested nucleic acids a bar powder 4.5 gram it is a solidifying agent for the media orthophosphoric acid 0.17 ml and propaneic acid 1 ml added to avoid bacterial and fungal growth these wave components are transferred into a glass and then total volume is made up to 250 ml by adding distilled water then with the help of a glass stirrer the ingredients are mixed in the flasks conical flask is then kept on the hot plate for dissolving the media components and instead continuously slight bubbling starts on the top layer the hot plate is switched off and the flask is removed we will plug the mouth of the flask with the cotton plug and later it is auto played fruit flies can be raised easy this is okay we have got only this is only one video we have got from spider so she has been working continuously on spiders and documenting a lot of spiders this is from kerala so the person's name is uh so we can find out whether all of them are spiders or something else also yeah so this is from so this is uh yeah from think lab uh delhi and this is yeah next is again from jaipur this is again just the way to transfer the flies off media overcrowding of flies in purple also the flies are transferred to make single line culture or to perform any experiment for further studies requirements a culture bottle containing flies an empty bottle containing only solidified media and no fly a sponge and east granules procedure two to three east granules are added to new media bottle in the geotropic thus most of the flies are found at bottles neck so a different and somewhat interesting procedure is applied to transfer them gently tap the flies down by softly tapping the bottle on soft surface such as sponge to reduce the amplitude of course and to avoid the breakage of bottles the flies will fall down at the bottom and will remain there for a few seconds take off the cotton plug from the bottle and place another bottle containing fresh media in inverted position such that the mouth of both the bottles join each other this joining should be covered with a hand the whole setup is rotated anti-clockwise and tapped on the sponge this tapping provides job due to which flies move in new media bottle different stages of larva and pupa the culture bottle is placed in upright position after this place the cotton plug on both the bottles new culture bottle is labelled accordingly precautions cotton plug should be tight enough to avoid escape of flies culture bottle must be handled carefully the job applied to the flies must be to transfer flies there are several reasons this is on trapping of the fruit flies which actually many cubists are doing let's learn how to trap fruit flies we will take a transparent bottle for trapping fruit flies bottle should be clean and dry and liable properly here we are mentioning location and dates on a bottle now transfer the banana fruit pea in it to a trap flies clean the mouth of the bottle using cotton keep the trap near the spin or any area where there are possibilities of trapping fruit flies check the trap in proper time interval as we can see now flies are there in trap we'll close the bottle with cap make some holes over it to maintain proper elevation we can transfer these flies in media bottle let's learn how to trap fruit flies so i think it is done but only one is remaining yeah it's okay okay uh the kanpara uh dna extraction just a little bit of yeah this is Ani Kohli along with my classmates Nehna Swajjali and Vishal Nishtar of class 11 from the school can be with their electronapola will be conducting the experiment of isolation of DNA from tomatoes using a simple method materials required for these experiment are tomatoes, plastic bag, salt, detergent, glass of water, muslin cloth, ethyl alcohol and empty beaker and glass walls first we will take the crop tomatoes and put it inside the plastic bag now only crush the tomatoes after crushing the tomatoes keep it aside and take 80 ml of water in a beaker or glass and add 2-3 spoons of detergent to it the detergent will break the cell wall and help the DNA come outside now mix it well with the water make sure no bubbles are formed small quantity of salt and dissolve it into the solution the salt will help to bind the DNA together at the solution slowly inside the plastic bag make sure that the air is removed from the plastic bag now mix it plastic bag aside in normal room temperature for about 20 minutes beaker and cover the mouth of the beaker with muslin cloth filter the pulp present inside the plastic bag to the empty beaker equal to the level of solution in the beaker after filtration make sure that the alcohol is chilled now we will wait for some time till the DNA appears you can observe some white cottony substance in the solution this is the isolated DNA of the tomatoes now using a needle swirl it inside the beaker and take the DNA fibers we will collect it inside and at 10 dots so this is the extracted DNA of tomatoes after we take extracted DNA and mix it with the beaker reagent and clay cell acidic acid we boil it for 15 minutes in hot water bath after 15 minutes of boiling you can observe that the color has changed into blue which confirms the presence of DNA hope you liked our video okay so this the where in which they show the how it is different from see you can see that how they are doing they are they are actually taking some you know with things which are available in kitchen and they are extracting the DNA and showing so but the how it is different from the classroom practical you know because we always use these chemicals you know like SDS or detergent so instead of SDS they are using some another detergent and they are doing so this is the way in which you know they are showing how simple it is to do science so I think that is what we are able to you know from such a brilliant contribution from across the country so I think you will be you want to say add something before we close the session yeah okay yeah so we have okay yeah but we have collected so the we have you have marked this yeah pay on the paper the movie so we'll be analyzing using this in order to okay so I think the the type of innovation I think we can claim this time was that we were constrained to have a Bombay meeting for QB winter but then we expanded it to the whole country and people have been watching even now I think we were getting feedback from them because we have this streaming that's one thing which along with that we have this contribution that's coming from people as movie makers club so we have movie makers club all over the country now and also we had this season slice of season stuff so both these things gave us enough participation today and so it is no more a QB winter Mumbai meeting it's an all India meeting though we didn't have to foot the bill for their travel their travel and stay and stuff like that we had those constraints this time that's why we could not but then we transcended that and thanks to the technology thanks to these people who are helping us and thanks to all the participants who are very very very much involved in this and thanks to you people who came here now I can see somewhere around one fifth of the people are here but I think thanks thanks a lot so if I think please make some comments in the continuously stress type of people you know you have been doing the reasonably well but you have not been contributing regularly so that you will not get the feedback you are not getting the feedback so it's a it's a wonderful thing that we have a huge sort of audience if you look at the the instant messaging system you will see that people have been watching and appreciating things okay and that there was a correction from Delhi coming saying that the one of the movies was what Jay Jay said that it is it's from Goa it's not actually it's from the Alson College Delhi so they were correcting us while watching this so it was a wonderful thing that so many people have been involved in that across the country okay thank you very much so carry on okay thanks a lot for all people who have been from across the country watching and participating in the whole process yes wave to the camera where's the camera okay thanks thanks a lot yeah


Sanford Health and Upper Mississippi Mental Health Center in Bemidji are joining forces. Both health care centers have talked about this merger for more than a year. Upper Mississippi Mental Health Center will operate under the name as Sanford Behavioral Health Center, the long term plan is to build and enhance the behavioral health service availability in the region. There's a lot of behavioral health, mental health, chemical dependency needs in our region that I think we can better serve together than we could separately. So I think our growth plan is really to identify what those needs are and develop programs to respond to that going forward together. The merger will be official on October 2nd. If you've enjoyed this segment of Lakeland News, please consider making a tax deductible contribution to Lakeland Public Television.


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