All right. How to read code. All of these examples will be a bit different. I'm going to try to give you an Adam example. There's been a lot of VS code. There's been a lot of PyCharm. My preferred editor is Adam, though I believe you could do many of these ideas in any preferred IDE development environment. In order for me to get this kind of interactivity in Adam, I've installed a plugin called Hydrogen. Hydrogen is basically a plug right into Jupyter and allows you to execute code line by line. Why am I doing this? Well, live coding is a little bit crazy, except this is going to be live coding with some training wheels. Everything has been pre-baked so that I'm not going to type. You can see I'm quite tall and I have to be down here. But my thesis in this whole presentation is that reading code is a lot like archaeology, where you're not just going to read it from top to bottom. You have to scrape and dig and figure out what's going on inside of these things. If you don't like the archaeology metaphor, perhaps surgery might be appropriate. So again, reading code is really trying to understand what a specific block of code is trying to do. So I'm going to take you through in these next 30 minutes an example of reading some code. And to make it a bit fun, I thought, hey, let's try to build a rock, paper, scissors bot. I had this idea because I'm teaching a full-time data science program in Canada. And my students just really needed to be introduced to this concept of reading code. And so I went online and tried to find a block of code that we could leverage and then kind of retool, inspect, and see exactly what was going on. I chose rock, paper, scissors because humans are terrible at generating random numbers. I think we're quite good, but we're not. We have predictable patterns. I read this on Reddit a couple of days ago. In rock, paper, scissors, you should just always pick paper because men will choose rock. And on top of that thesis, I kind of believe that like, hey, maybe it's the case that someone's going to hit rock, rock, paper or paper, paper, scissors. There's going to be some type of predictable pattern. And in order to dissect this type of pattern, I thought that I could use a Markov chain to try and decide what was going on. Markov chains are quite complex, though. And so I wanted a starting point and found one Googling. So this is a wonderful article guest posted by Anker and Ken, who apparently has a book. I was reading through his blog posts and literally just grabbed his code and wanted to better understand what was going on. So all of these slides, or rather they're not slides, all of these examples would be available at this GitHub link. So if you want to follow along, please grab it. And then if you want to read the post on which this is derived, you can go to this website. But the first step in reading any piece of code is to pretty much just copy and paste it. And so that's exactly what I've done here. Here is the block of code that I lifted. And straight away, it seems not too bad. I can sort of understand what's going on. Seems to be an initialization function, a next state method, a generate state method. Seems to be using NumPy. Not quite sure what this thing's doing just yet. We'll have to give this a better look. But when we're lifting code, I like to put it into Atom such that I can instantiate all of it and pretty much just run and see what's happening. So provided in the article was this transition matrix that defined where you are and where you're going to go. It seemed a bit clunky, but I'm just going to try it. Let's see what happens. Stuff this into an instance of the Markov chain. Call it weather chain. And then define where the states would be. It seems like that's what the author was doing with this block of code. So I'm just going to run and see what the outputs might be generated from this. There seems to be an argument in next state called current state. OK, that makes sense. What does a Markov chain do? It tries to grab your current state and predict the next thing. So it seems like if I just run this method call, OK. It's just generating some outputs. Oh, you see rainy, but most often it would hit sunny because that's the place in transition matrix. So too, snowy will look like this. And then if I look through the next method that was implemented in this class, there's generate states. Seems like it might take a number. We'll see what's going on here. So all I've done is I've copied and pasted the code. I've run the pieces of code in my atom editor with hydrogen. And I haven't done anything interesting. I understand what I need to put into it. I understand what I'm going to get out of it. I don't really understand how it works just yet. I see it's using a dictionary. Don't really know what this piece is doing just yet. In order to better understand and read this code properly, I will drop it into a brand new text space. And I will try to do some surgery. Surgery that is going to be as minimally invasive as possible. And so what I've come up with is let's just grab the pieces from the script before, the transition matrix, and the states. Load those up. And my version of minimal invasive surgery will actually be chopped off the head. So what I recommend when you're dealing with a class and want to better understand what's exactly going on inside of this thing is take all of the code and literally just lop off the head. So if you do that, I'll just comment these bits out. And I'll replace them with something that wasn't intended for this. But I'm going to grab mock from unit test and build up this self object. This will allow me to keep all of the pieces of code pretty much exactly as it is. So I'm going to lop off the head, bring in mock and self. So I'm going to bring in this object. Doesn't look like all that much. But it will allow me to proceed with business as usual. So now I can run each of these pieces of code. And everything will actually just work. So if I go look at self now, this is the amazing part about Adam and hydrogen, is you can actually just highlight bits of code and see exactly what's going on inside of these things. So once I've lopped off the head, I have brought in this self mock object. Now it's time for me to dig deeper and see what's going on in these blocks of code that maybe I don't fully understand just yet. This seems confusing to me. OK, that seems to be where all the heavy lifting is going. I want to now better inspect and move a fine tooth comb through all of these pieces.  So right now we have states. This is rainy, sunny, and snowy. This is the transition matrix that matches up to this. I want to see exactly what each of these pieces are doing. So I'm going to run mock, build in this object. I'm going to see what this type of thing does. Actually just looks like it's turning it into a numpy array and making sure that it is at least 2D. Cool. I'll put states into states. And now I want to see what this thing's doing. So right away I'm thinking that something doesn't sit right. We're trying to build up two different dictionaries that seemingly, I think, do the exact same thing. So it looks like one maps it to integers and the other just maps it back to the original states. I understand why that is maybe happening. We're going to do things on top of a transition matrix. And a matrix can only accept integer locations. So I get that. But I think I'm going to have to come back to these pieces. They seem OK for now. The code works. I love code that works. Code that works is code that works. But I think we can do a better job. And I'm going to come back to these things. But this is just a big, long piece of code to effectively map, it seems, the states back to integer placements. So I'll go grab a current state, Sunny. I'll stuff it back into next state. I'll run this piece and see that if I actually run everything again, I perhaps did something out of order. There we are. Still giving me state outputs. But I think we need to now go deeper on this object. So again, with Adam Hydrogen, reading code is pretty damn easy. I can collect and rather inspect exactly what's going on from the inside out. So current state we know is defined as Sunny. I can go look at this and see, OK, that's Sunny. Well, going into the index dict, this is just a dictionary. I'm going to pass in Sunny and get back 0. OK, yeah, that totally makes sense. We are mapping 0 to Sunny. And then I think what is happening here is this is your transition matrix. And with a little bit of sub-setting, we can pass in rows and columns. This would just be the 0th row and all the columns. I would expect this block of code to just give me the first row back. And that seems like exactly what it's supposed to do. Looking at random choice, what I know about random choice is if I just drop this in, I can give it any sort of 1, 2, 3. I believe it will just give me 1 or 2 back. Seems like this p is actually just modifying the probabilities of the array associated with this thing. So it seems like I'm just going to pass in the states, and it's going to map it to probabilities. OK, cool. I sort of know what's going on now. I hope you can follow as well. With these pieces, I'm now going to generate or rather see what generate states is meant to do. I'll build this loop. And now I'll try to take apart the loop to better understand what's going on. I've already done this, but effectively, I've copied and pasted it. And then I'm going to grab the 4I in range number. And just like, let's start at 1. See what that does. So we're going to build the future states object, set it to 1, run our next state. Oh, that's the thing that we just teased apart up here. So run the next state. I think we're just stuffing that into an object called ns. Pending that to the future, and then setting current state to the state that we already built. So looking into future states now, oh, it's sunny. Actually, it seems like this I business isn't even captured in the loop. So breaking apart, actually seeing what was going on, I now notice that, hey, I could probably replace that with an underscore to denote to me that this doesn't really matter. It doesn't matter which iteration we're in the loop.  OK. So we've gone a little bit deeper. Now I want to make some changes. I saw that this doesn't feel all that right. And this is probably pretty verbose. I'd like to change this to make it more legible, so that others that are reading my code could better understand what's going on in here. So I'll move into adjust. And while I'm making these adjustments, I was talking about rock, paper, scissors, and I'm giving you sunny, rainy, and snowy. That was the variables that the original post described. So I'm going to take sunny, rainy, and snowy. And in fact, I'm seeing this transition matrix now. And I don't even know how I would codify rock, paper, scissors into this. Because what I'm trying to do is build a rock, paper, scissors bot that would try and beat a human, exploiting the fact that a human probably isn't the best at generating random numbers. So it seems like this transition matrix is actually doing most of the work. How would I even build that in the first place? Because I'm probably going to be getting states that are like, oh, it was rock, paper, scissors, or in a string of dates, it was sunny, sunny, rainy, rainy, rainy, sunny, sunny, snowy. It's probably going to look like this. And so my transition matrix isn't actually all that super helpful. I'm going to need to figure out how I can move my states into something that looks sort of like this and back out the decision matrix. So as we move forward, let's just go to rock, paper, scissors, and replace sunny with rock and snowy with paper and scissors with rainy. So I'll do that here. I'll build up the states. And effectively, when I reach this point in trying to read this code, I went to Google and googled how to build a transition matrix. Found this post. You can go look at it. But in the interest of time, I'm just going to drop it in, copy and paste it, and just run it. Because that was the first recommendation. So the code that I grabbed from Stack Overflow to build up one of these transition matrices looks like this. So immediately, not really sure what's going on, but I'll execute the code and try to get to an output. So it seems like the last bit is stored in probes. We'll see what probes does.  So that's not precisely what I want, but it gets me pretty close. So I'm going to backtrack a little bit and try and see what was going on in this whole window function business. So with window, it grabbed states, and it tried to get me closer to prob. So I'll execute this block of code. And oh, no, it's a generator. So I'll explode it with a list and maybe just inspect the first five pieces. And it's trying to match up, OK, what was going on here? Rock, rock, paper, rock, scissors. Oh, I see what it's doing. It's building rock to rock, rock to paper, just chaining the last piece to the next piece. Well, this seems like a big old function to just put the place that you're at to the next place. When I was reading this, a light sort of went off. And I imagined that, hey, I could just take these two lists, stagger one of them, and then zip them up. This is just like a vanilla Python function that comes batteries included. So if I staggered this list, zipped it up, and then peeked inside with list, I'd be able to replicate everything that this function did up here. So by running the code, but getting to the output, something went off in me, knowing that I could just reach for zip, and just replace all of that nonsense with code that looks like this. So we're still not there. We need to get to probabilities. It takes states. We're trying to move into a transition matrix such that we can build our microb chain. So taking one step forward, we will, I think, go into counts and see what this was doing. So counts, it looks like, it was just going from one state to the other and counting them up. Well, I know there's another Python tool for that in collections called counter. And so what I can do is take our zipped up stagger states, force it into a list, put it into a new object, and run counter on top of it. By running counter, I think we get rock, rock 5, rock paper 2, pretty much the same output. OK, now with these pieces, it looks like this is just a dictionary with tuples as the hashes and values as the counts. Maybe I can take this and run items on top of it, unpack this thing, and have x, y count be captured in each of these places. And I'll just stuff it into a pandas data frame that will have those locations and these counts. So I've taken someone else's code from Stack Overflow, read through it, executed the code, see what was going on. And now I'm almost there. It's still not perfect, but the original code wasn't perfect either. So with this, I'm going to not adjust but refactor my code and go over here. So running from the top again, we'll bring in rock, paper, scissors. And actually, before we get to the transition matrix creation thing, I think we need to solve this problem, because I wasn't thrilled with it when we started. We've got these two different things that are doing the exact same thing. Well, not exact same thing, but the reverse of each other. I don't want them to have separateness. I want it to be all packaged together. I want to be able to run it. And I want to be able to keep things clean. Well, as a data scientist, I know in my toolbox that I have something called Label Encoder that is imported from scikit-learn preprocessing. Label Encoder is this overpowered tool, I think, that allows you to take, hey, our states that we had, our rock, paper, and scissors. We can fit states into this label encoder and actually run something called fit transform that will take all of these states and transform them into integers. Everything, I think, needs to be an integer because we're doing index location in a matrix and we can't just plop rock, paper, or scissors in there. So with this chain and with Label Encoder, I believe now I can run a method called inverse transform. This will take the generated chain and map things back. This seems to be exactly what this block of code was trying to do. And just peeking at what was going on in this thing seems like it was mapping rock to zero and zero to rock. Well, what Label Encoder does is exactly that. And there's a built-in inverse transform method. So I'll take this chain that's been transformed. I'll do the same bits that we did in the last script. So the staggered chain that was zipped together. I'll run counter on top of it. And then I'll describe and try to build out the matrix to pre-populate it. So to do this, I'll find out how many unique states there possibly are. Should just be three. And I'll quickly build out a matrix with a list comprehension to do that for me. So this would be 0, 0, 0, 1, 0, 2. I can now unpack this whole counter object and then fill it in with some vanilla Python. So this is now my matrix. I think we've got enough code going on at this point to wrap it up. So we will put it into a function called change to matrix. This is the exact code above. And run this on top of our chain. So here now is the matrix. But we need to normalize it, such that I can pass it into the transition matrix choosing function. It needs to be a probability that will sum to 1. So is this normal? No, it's not yet. But my normalize function can be pretty damn easy. It's just taking the sum of the entire row and it's dividing it by whatever the row and column index is by the entire row. So when I run this, here's just a couple of examples. Treat this as a row. These would be summed up to 1, as with this. Because it's a matrix, I need to apply this function on top of everything. And so I'll just iterate through every single row for row and matrix, do the normalizing process, append, and bring it back. So now I can take the entire matrix and stuff it into a transition matrix. That looks all right. So now we've gone from a process of chained together states. And I have pretty much what I need to generate the Markov chain. So now I'm just going to run it and take the function and just rebuild it with my pieces before we had this whole big block using the index dict. But instead, I'm going to use my whole label encoder transform inverse transform business. So I can peek inside and see these would be the classes. Here's the transition matrix. Let's run it. Hey, seems like it works.  This seems like something that would be useful to other people. So this is the code that I'd come up with. It's not all that different save for this piece here. As I was building this presentation, it was like, oh, I've kind of gotten rid of NumPy. I've gotten rid of Pandas. It'd be cool if I just could build this all in pure Python. And so I spent some time building out a label encoder for myself. It's not all that difficult. Maybe you can take this presentation. The idea is that I've shown you and kind of peel apart this for yourself. I knew I wouldn't have time to fully explain it. But the rest of the functions, convenience functions, the chain to matrix, the normalized matrix, they've all been presented. You've all seen them. And now I've just taken the Markov chain that was given on the blog post and rewritten some of these methods to do exactly that. So now it's time to play with this thing. I've actually packaged it up for you. It's available on my GitHub or PyPI as Mark. So you can pip install it. And what this will allow me to do is bring in a Markov chain from Mark, take the chain that we've been playing with, rock, rock, paper, rock, scissors, build up that chain, and now predict next states, generate a whole bunch of next states, or just use something different. If you read the synopsis of this presentation, I made reference to Shakespeare and was like, oh, actually be kind of cool if I went to Gutenberg and grabbed a text of Shakespeare and see how well my Markov chain could do on top of this, who needs GPT2. So we'll build two functions to quickly go through this, take the entire text of maybe something like a fellow, and generate some sentences using our pure Python Markov chain builder. And so I've been running a couple of these. They seem like they look like they could be Shakespeare.  I'll let you read through a couple and see if they pass the sniff test. Most don't. I wanted to take something like Oz, so the Wizard of Oz, see if I could do the exact same thing. Runs pretty quick. This is actually running through the entire book. I did it in 20 milliseconds with pure Python. Here's some Wizard of Oz Markov chain generated sentences. And they're not perfect, but they do all right. So in summary, what should you take from us? Reading code is a lot like archaeology. It's a lot like surgery. And if you're going to perform surgery, you need a tool. My preferred tool is Adam and hydrogen. And I'd like you to not be scared of copying and pasting code. Make sure that you are giving credit where credit is due and making changes that are appropriate. But when you're copying and pasting code, in order to read it, get to an output as quick as possible. See what the inputs are, see what the outputs are. That gives you a better sense for what was going on. If your code is encapsulated in some type of class, these things are hard to get into, except if you just lop off the head and use my little self-mock object instead. Once you've done that, rerun all the attributes and the methods to make sure that you didn't break anything. And then start inspecting those blocks of code with a fine-tooth comb that you are sure they're doing the heavy lifting. If something is especially complex, you should probably take it, do some inlining, see what each step is trying to do, and then peek inside of those things that are iterators by exploding it with some type of list. Loops can often be difficult to parse and see what's going on. And so deloping the loops by just extracting the code seems to work. You should try and slim down and replicate your outputs from those borrowed bits of code. And any time you're working with a matrix, you should probably use Label Benarizer or Label Encoder. These things are just overpowered. They're really great. And then this should be obvious, but maybe it's not often. Make sure after you've made all these changes that things still work before you try to encapsulate in a class. But that is my presentation. Here is the tool that you can use to play with it. All of the code is available at this repository. I think I have two minutes. And so I'll toss it over for some questions. Thanks for your attention.


Good day, fellow investors. I have made five videos. All the links are in the description below, where I discuss 40 quotes from Charlie Munger that I think tell everything you need to know about investing. We'll discuss general investing wisdom on risk and investment attitude, how to train your mind for investing success. We'll discuss the psychology of investment and practical investment insight, all in 40 quotes. Thank you for watching. I hope you like the content, consider subscribing, force channel support and I'll see you in the next video.


What's up y'all? It's your girl Kenzie here from Layton Sports Cards and I am ripping. We've got 2022-23 Penini Crown Royal basketball hobby 16 box full case break number 15 pick your team style We've got AJF Celtics Alon F T-Wolves Andrews H Hawks Anthony C Warriors Brian L magic Chen L Spurs Cheryl F Sons Chris G Kings Chris Z Clippers Clint B Cavs Jazz Kurt S Grizzlies Edward P heatnets Eric W Pacers E and J nuggets James D. Bucks Kent I Rockets Cody G Hornets Lee M Mavs My Z with the thunder Melvin L Pistons Robert P Blazer Sal K Nix Thomas C Lakers Thomas T bowls Tony K Sixers waming H wizards William B Pelicans in Ushuo L with the Raptors Alright best of luck Here we go last crown of the day I'm curious. What do y'all think kaboom? Who's your kaboom guess? I said, um Dennis Rodman who you got Dylan? Are you gonna guess the shack I hope so that would be so cool Dennis Rodman would be cool. There's a bulls Rodman. Yeah, I don't know what the shock being the magic this year I was watching force yesterday and he said that that's like the first shot kaboomie believes to usually it's a Lakers shock At least last year's was yeah Yeah, of course All right, good luck y'all we got nine to go on the next break. Let's get that one filled up All remaining teams additionally markdown Let's see what we can hit out of prism up next Clay Thompson Yannis Jimmy buckets Devon Booker We've got a handcrafted to 99 Tim Duncan spurs pink Crystal to 75 Devon Booker and first auto. We've got a Jaden hardy to 99 for the maps good start here I'm just doing well throughout this product so far today heirs to the throne of ochi egg bhaji RJ Barrett Boat Champ rookie base Jaden hardy rookie and Chris Middleton To 25 rookie royalty for the pelicans EJ Liddell Pink crystal to 75 on the bookend Blake Wesley spurs And nice to 199 silhouette Walker Kessler Ego jazz Nice Walker And heirs to the throne is going to be a David Roddy for the Grizzlies another Devon Booker Keegan Murray on the rookie Yovitch rookie and Lamella ball. All right, Sean called the last kaboom. Who do you call that? It was coming Sean who you got for this kaboom? Who do you think it's going to be? We've got rookie royalty to 75 for the heat Nicola Yovitch Jason Tatum on the ice or the Crystal sorry Annie jake laravia to 99 on the rookie auto Grizzly No one's guessing I said rodman And Dylan said shack and a monarch another game use patch here of Jason Tatum Celtics He says johnny There we go Siakam MPJ Julius Randall and kawaii Leonard Got blue crystal to 99 Terry rosier the third Shade on sharp rookie on the crystal. You have a trevor keels silhouette to 199 nicks Trevor keels Nice one here to 25 coat of arms of fran Wagner Great magic patch there too.  That is so cool You know magic mom. We need to see a big palo just pulled a couple base of them See a big palo Feeling a big gold kaboom today.  I don't believe he has one Oh, yeah, he does. Sorry Pacers Palo chat Jabari Smith jr. Murray ivy and matherin are the kabooms for the rookies Rookie royalty to 75 christian coloco. That'd be cool. I'd love to see a rookie kaboom Terry rosier the third Dude, what is going on? We've got a jason terry to 35 It's a same team too. Does he have them again? Yes Clint One of one nike swoosh Donovan Mitchell Back-to-back breaks for clint with the calves pulling a one-of-one One and that is game warned one-of-one nike swoosh That's insane. There you go clint Jayla williams rookie tarry eason rookie zack levine and kairi erving test of time die cuts in 99 lebron jay Lakers scuddy barns and we've got a tie tie washington jr. Blue to 75 for the rockets Nice tie tie and sga on night to the round table two colored patch on that one Thunder yeah one on one lebron One-on-one game use a patch nike swoosh on the eventual That's insane insane sga Wendell more jr. Rookie jail and brown and kade cunningham Got red to 49 patrick boldwin jr Body heel and paint to 49 reddy jackson for the clippers Reddy jackson again one of the last teams taken there Air to the throne aj griffin for the ox all right box eight here Let's check on this prism. Let's see how it's looking You're down to five awesome five to go on that. Let's see what teams are left Nuggets grizzlies pelican sixers and kings Is the link for you? Let's get that one filled up We go Got kairi josh giddy carl anthony towns christian brown Hey, does this count handcrafted denis rodman to 99 that's who i'm guessing for the kaboom Dennis rodman got rj barrett and blue jamal crawford to 75 clippers another clippers out of there 75 that time and a monarch patch of demian lilor Game worn awesome Solid first half still looking for the kaboom looking We've got it jaw and shade on sharp rookie Got uh test of time kareem abdul jabar to 75 lakers Carl anthony towns our autos to 75 a john lucas so we got an extra auto in this box john lucas for the rockets And we've got to 49 evan forney for the nicks Monarch patch is going to be jewel and bead Sixers And our kaboom oh rockets It's going to be a jaylon green second-year kaboom No one guessed it Congrats on that one rockets That one in a mag for you No gold Let's see come on Let's see if we get an extra one Hasn't happened yet, but you never know mpj julie's randall kawai david roddy rucky We have the player of the game luka donchich to 99 cool in there for the maps There is some damage here on that bottom bottom left You can see it's lifted a little bit. We'll send a box here with the math anthony davis to 99 and we have a majestic signatures of ray allen that's sick 12 of 49 super sonics go to the thunder Ray allen, um, I don't believe we have and and we've got to 25 deal of terry airs is thrown Don't believe so It's three colored patch there Do you know a force of samus? So so far I feel like that happens more often with uh football kabooms than a desk basketball basel maxi kuzma and osmani dang rookie We've got red to 49 tyler hero for the heat and a taris Do you have a redemption? It's gonna be a ja maran majestic signatures. There you go grizzlies card five Jaw grizzlies on that airs to the throne of musa di abate See how we're looking here Still five to go on the next prison break y'all nuggets grizzlies pelican sixers kings all teams are additionally marked down Still some great teams there nuggets christian brown You got kings your big rookies keegan murray Jaden hardy rookie base got chris middleton garland and so honk ladel for the uh Helicans we have a benedict matthoran to 49 on the rookie royalty pacers Ernie simons and blue is going to be a bones highlight out of the 75 nuggets Nuggets on that one What do we have here at a 25 demar de rosen? That's a sick patch there game worn on that It's really cool. Nice sit there for the bowls luka defox yacum mpj We have a rookie royalty to 25 shade on sharp nice when they're blazers Bradley biel and paint to 49 jailen brunson for the next It's been a silhouette Are you just warm the walker kessler you believe in buddy healed nights at the round table Only two so far on the silhouettes And the keels Come on. Let's see a big silhouette van bleet johnny divas rookie base Lebron James and brally biel We've got uh to 25 usmani dang for the thunder And a brandon ingram crystal bless you to 25 silhouette dailin terry That's a sick patch there some nice patches in this product this year. I'd love to see it 14 of 25 Spree color bowls patch and a da mantis sabonis nights at the round table for the kinks 15 here Frogton rosier healed and scotty barns Got to 75 zion williamson And a drew holiday crisp So 199 silhouette johnny divas wizards wizards on that one And nights at the round table cj mccoleum for the pelicans Damian lilor tyrese hallibur and we have a chet home gran on the base rookie and nicola yokic Blue to 99 and jimmy buller And we have a van bleat Redemption dominique wilkins majestic signatures believe that's gonna be Hawks, right? Just like yeah, hawks on that one. Just want to double check And last one air so thrown max christie Flakers All right, that will do it for the last case of crown. Give me one second here Recap. Let's see how we're looking on prism Still five left Here getting those cards together for y'all. All right recap our patches. We've got jewel and bead sixers Uh, uh, damian lilor blazers jason tatum celtics Like vaji jazz a j griffin hawks. Uh, the about the clippers david roddy grizzlies Max christie lakers from the voxner magic cj mccoleum pelicans buddy heel pacers some bonus kings Uh, sga thunder dale and terry bulls demarda rosen bulls autos. We have redemption dominique wilkins for the hawks grizzlies john marant johnny davis wizards walker kessler jazz chiller heels nicks loravia grizzlies jane hardy maz ty ty washington jr Rockets john lucas rockets jamal crawford clippers bone tylin nuggets majestic signatures ray allen again the sonics uh go to the thunder Jaylon brunson nicks ready jackson clippers evan forney a nicks jason terry maz a dylan terry to 25 silhouette We had a jalen green on the kaboom For the rockets and another one of one here for clint for the calves This time a game used nike swoosh of donovan mitchell Congrats again on that one clint. Thanks so much. We've got chrism coming up once it fills


Okay, so let's go ahead and get started again. I'm really happy to see so many of you here today and thank you for joining this very first teacher scientist pairing scheme coordinated by EGU. Some of you may not know me but my name is Solmaz Mohajer I'm an assistant professor at the University of Central Asia in Tajikistan. I'm also a member of EGU outreach committee. Today I will be moderating the session and the session is going to last for one hour and includes a 45 minute of teacher scientist interaction, which will take place live inside a school classroom. So please ask participants to please mute yourself. Thank you very much. Great. So as I said, today's session is for 45 minutes of teacher scientist interaction, and this will take place live inside of a school classroom in Algarve in southern Portugal. And in addition to that there will be a 10 minute Q&A. And this will allow you to interact a little bit more directly with the session presenters and also ask questions. So I'm very happy to use the chat box inside of the zoom at any time during the session to send in your questions and comments, and I will do my best to pass them on to the presenters. Now with that I am very pleased to introduce today's presenters, both are currently based in Portugal. Now we're going to start first with Helder Pereira and his classroom who are joining us from Algarve, where Helder is a biology and geography teacher at Escola Secundaria de Lule. And Helder is also a member of EGU education committee. And in 2018 was selected as the teacher of the year by the editorial committee of the project named House of Sciences. Our next presenter is Susanna Custodio, and she's a seismologist at the University of Lisbon. Her background is in physics, mathematics, engineering, as well as earth sciences, including geology and tectonics. Susanna's research includes hazard assessment and risk mitigation, namely for earthquakes and volcanic eruptions. We are grateful to have both Helder and Susanna with us today, and especially excited to meet the classroom students of Helder. I should also mention that we are grateful to have a translator with us today, Miguel Paradas, who will be providing live captions in English for the non Portuguese speakers. So the session is actually going to take place in Portuguese, but we will have a live translation for you. So please make sure your live caption button is on. I also included some links here at the bottom of the page. You can download today's session plan. I will put the link to all the materials that we will use today as part of the lesson inside of the chat box. So just in a minute, check the chat box and the link will be there, and you will be able to download a folder with all the content of the lesson that Helder and Susanna will teach today. So please feel free to use these materials in your school classrooms. If you're a scientist and you find them useful to use with your students, please feel free also to do that. If you are interested in more examples of paired teaching, especially in the context of birth sciences. I have also provided a link here. That's parsequake.org slash resources. If you go to this link, you will have access to a number of more videos that might be useful to some of the teachers who are attending the session today. If you have any question during the session or outside of the session. If you want to get into contact with the presenters later, please feel free to send me an email my email address is shown here. So send it put it in the chat box in a minute, and I would be more than happy to get back to you with the information that you need. So with that, I just want to introduce today's lesson, which is going to be on the origin of the South American volcanic gaps as you can see on the left side. There are two areas where we do not see volcanoes and these areas are marked in dashed black boxes. Susanna and Heldre are going to engage the classroom today to explore why these gaps exist and what kind of scientific data they can use to learn more about the existence of these gaps. Now the structure of today's lesson is shown on the right side, as you can see 15 minutes of the class is given to Susanna as a scientist as a video teacher, and then the remaining 30 minutes is given to Heldre as the in class teacher. Susanna will introduce and carry forward the lessons in three short segments. These are shown in yellow boxes. The in class activities that happen in between these segments are guided by Heldre in his classroom. And these are shown in white boxes. Now this passing of teaching between the scientists and the teacher today is what we call the pair teaching approach, and today we'll get to experience a live version of it. Again, thanks to the presenters who are able to do that for us. So with that, I will pass the mic to Susanna to kickstart the lesson. Susanna, the floor is yours. Thank you. Hello, everyone. I want to start by thinking if you and Salma for this initiative. And in particular, then to Heldre for inviting me to participate in this project and for coming up with the idea and proposing the activity and to Miguel for translating everything to from Portuguese to English. Thank you very much. I will now switch to Portuguese and to the students in Lola. So, and geological science. And for me, this mix of physics and Earth, what we do in geophysics, applying the physics of Earth, is an area that fascinates me a lot and I'm here to talk a little bit about this. At the moment, I'm a professor at the Faculty of Science and Universities of Lisbon, in the Department of Geographic Sciences and Physics and Energy, which is the Department of Physics and Mathematics of Earth. And I'm also an instructor at the Don Lee Institute, which is an institution dedicated to the sciences of Earth. So, still here for the theme, as you know, our planet is an extremely dynamic planet. During a long time, we thought it was a unique planet in the solar system, today we know that it is not a unique feeling that other planets also have in the dynamism, but our planet is really very dynamic. And when we talk about this dynamism, what does it mean? It means that we have a lot of forces in action that cause movement and formation in our planet. And some of the manipulations of these forces and of this dynamism are really impressive and some catastrophic, as is the case of the seismos and the volcanoes. And it's a theme that interests us, because we as humans living in this planet have to learn to deal with these manifestations of the dynamism of Earth. And as you know, most of the seismos and the volcanoes in our planet are related to the plate technique, which, as you know, explains a large part of the dynamism of the solid part of our planet. So, today we are going to, as I said before, and as I said before, we are going to one of the most interesting sites in our planet, which are the Andes. I'm going to share my screen here for Google Earth. We are here in Portugal, and now we are going to round up the globe a little bit and go to South America. Ok. And along South America, we can see that here along the west coast of South America, we have this impressive mountain range, which is the longest mountain range in the world, which is the Andes. And of course we can ask ourselves, why is this mountain range here? And if we look at some of the data, let's say, in case we look at it, when we want to perceive the technique of a site, we can start by putting the plate borders here. And we are, as you can see, having a plate border to pass here, on the same side of the Andes, right? Because we have this ocean plate and this continental plate. We can also look at seismos, which is something that we are doing. The seismos are ultimately related to the technical, as you know. And we have here the most superficial seismos, each point is a circle. And we have the seismos closer to the surface, the orange, and then as they get deeper, we are walking to the sea. And of course, this distribution of seismos tells us something about the processes that are taking place here. And now I'm going to give you the seismos and I'm going to put the volcanoes here. Okay, so here you can see them so well, I hope you can see them. We have here the red, maybe I'm going to put it here, so to speak. We have the holocene and pystoacene volcanoes, so if they are active, or if they were active in the last two million years. And as you can see, we have many volcanoes along the Andes, okay? But, and curiously, and in an interesting way, we also have regions where we don't have volcanoes. So we have a very long volcanic chain, but since we are gaps in the middle, or intervals where there are no volcanoes. And what we are going to try to say today is exactly to understand why this happens. And we are going to do it looking at data, as always happens in science. It is not enough to look for a type of data, it is not enough to look for seismos, it is not enough to look for the volcanoes. We have to compare various types of data to understand what is happening here. And we are going to start with the easiest part. The easiest part is to understand why there are volcanoes along the Andes, okay? And then in the second step we are going to try to understand why there are places where there are no volcanoes. But the first part that he is going to do now, is to understand why there are volcanoes along the Andes. And for that, the head of the now is going to give you materials for you to discover the answer to this question. Eldar, strength. Thank you, Suzana. Are you ready? Are you ready? Okay. So now it's my turn to share the screen. I'll give you first. I'm going to give you the maps, okay? I'm going to show you later. Today we are going to do the things of the ancient time, all in paper. Okay? Okay. I have a group of maps and graphics. I have a group of authentic scientific data, that we are going to use in this conversation. And that we are going to help here to understand a point of view of what happens in South America. Okay? So let's go to the maps and together? They are already discussing, even without instructions. They are already discussing, even without instructions. Okay, do you want to see the maps first? Yes. A general perspective, let's take a look at the map. The first map is the one that shows the volcanoes in South America, okay? Guys, before we go to the maps, look here, okay? Here to make it easier to work. On the map you have a group of the geographical distribution of the volcanoes, okay? And then what happens, as Susana said, is that there are two locations where we don't see volcanoes. Okay? And now it doesn't work. Where we don't see volcanoes, can you see them here? One here and another here. Can you see? And the idea is to try to find a reason or an plausible explanation for this absence of volcanoes in that place. Okay? So let's use, not only the data of the geographical distribution of the volcanoes, and notice that there is A, B, C, D, E, they are zones that will be used to be able to compare the various maps to many other things. Okay? I'm going to do an analysis in comparison to a biological set of scientific data, okay? On the second map you have the data of the relief, okay? And you can see, with the colors that are here on the scale, you can see the diameter in the blue tones, therefore the submarine relief, and you can see in the green tones the relief above, above the sea level. To make it easier for you to work, the following will have a set of graphs. In other words, to be able to do it manually, as we don't have time, you have the topographic profiles corresponding to these areas A, B, C, D, and E. Okay? To always do an analysis in comparison. Okay? Then you have the distribution of the seismos, both from the geographical point of view, as well as the depth of the volcanoes, with different colors, the seismos more at the surface, the seismos deeper, and you still have, as it was used shortly, the location of the borders between the nitrosperic plates that occur in that region. Okay? Challenge number one, first activity. Put your hands on the table, okay? To analyze these data and try to find something that explains the origin of these volcanoes that occur along the Portuguese coast of the Andes. Okay? Prepare yourself. Yes. So, now, brainstorming, and all together, the distribution of the seismos, I'm going to give you two minutes breakers for the analysis of your questions, okay? Okay, so I'll let them, for a few minutes, working on their own. And I will join them later, and I will ask them some questions to see how the process is going on. So, Maz, if you want, you can also share Miguel's iPad screen, and he's moving around, and you can give the audience an insight of what is the work going on, so the work is going on. Okay, Helder? Yep. To do that, you need to stop sharing and then start sharing. Okay. Okay, okay. So, for the audience here, if you look at iPad Dome Mike, you should be able to see the students working in groups. So, we have two live cameras here in the classroom.  And the other one is our wonderful translator going around. So, we have two live cameras here in the classroom. So, we have two live cameras here in the classroom. Okay, so here you have four different maps, one of them is regarding the depth of the building. So, this is regarding the geography of where the volcanoes are, and then you'll find some graphics that go along with very scientific data, and too far away to be able to tell you what it is. And all the kids are dining in together and pulling some rope in order to get this done. And Helder is just coming along and giving out some more instruction. So, again, for those of you who just joined us, we are in the very first classroom activity. Our classroom teacher Helder is basically guiding the discussion. He has broken down students into different groups and now they're looking at different types of data maps in order to really explore and figure out why there are several or at least two large volcanic gaps in Southern America. And as soon as Helder is done with the discussion, he will turn the teaching torch to Susanna and she will take it from there. I've also added the lesson plant, the link to the lesson plant in the chat box. You have to sort of scroll up to see it. I will add it again. By downloading the materials, you can have access to everything that the teacher and the scientists are using in this classroom. And if you like the lesson, you can also adapt it for your own use in the classroom. If you have any questions, please feel free to write it in the chat box. At the end of the session, you will have an opportunity to ask your questions as well. The kids are just processing all the graphics and finding out if the depth of the, like, really has anything to do with the subjection plates that are going against the continental. Yeah, a lot of feedback. Sorry about the feedback. So Susanna, I see that there's a question in the chat box that maybe you would like to answer. Someone is asking how does one arrange for the scientists so maybe you could share with the participants here how you were selected and how you basically volunteer to be part of this pairing scheme. In my case, I was invited by elder. So I would suggest that you invite a scientist of your preference. So someone who has interesting work or who you have worked with before. And in my experience, oftentimes teachers contact me either after some training event that I did and so people get to know about me and then they get in touch with me. Or also, for example, after some news. So if there is a volcanic eruption, or if there is a strong earthquake and we are interviewed in the media. Then that's also how teachers get to know about who is working in this field. And then they also sometimes contact us to talk at your school. And of course, because we are based at the university, we have a lot of things like open day events. And that's also a way that teachers get to us and they, they, yeah, they at the university we have an outreach section to say so. So if people want, if teachers want a specific lecture on a specific topic, sometimes you also just contact the university, and if it's on our field of expertise and eventually the request comes to us. So lots of pathways. I think it's up to you what's your preferred way to read to scientists. Thanks, Susanna. I think that was a really great answer. And of course, yeah, so Helder chose Susanna and we're very happy to have her. And I think it's also really good that teachers get to choose who they want to work with. And if any of you are interested in doing something like that, and you don't have to access to a scientist that you could reach out to, feel free to contact me or contact the EGU. And we may be able to actually help you with the selection of a scientist that might be interested to do something like this with your classroom later.   If you see another message Susanna that you may be able to help. One person is asking for help. I think they're trying to open the link for PHET Colorado simulation. Do you know how that works. I don't know what that is. Okay, so it's not part of the lesson plan. I'm not sure what that is. Okay, so maybe elaborate on that question a little bit more, or toward the end of the session. Go ahead and unmute and maybe discuss this question, and we'd be happy to see if we can help you address that. She's saying that it's inside the drive link resources. Okay, so maybe this will be a question also for Helder. So let's let's ask him when he comes back. I will also take a look. Exactly where it is. It's in one of the folders, or which document it is in. I see that a couple of people are also commenting about peer learning and how effective peer learning can be. So as you can see, this is a totally a collaborative learning environment where students think together work together to solve problems and the peer teaching approach is also designed in a way to enhance this kind of collaborative learning. Yes, but I just tried this link the PHET link and I can open it. Okay, so it works for you. It works for me this link. Yes, I can put the link here. It works all for me. Okay, so I'm going to ask Miguel to unmute. Yes. Now we have your audio. Yeah. You're muted again, Miguel. For some reason this muted itself. So it was just going through the continental plates and how the oceanic plate dives under the continental plate. And he was just explaining that to the young ones and explaining how brittle the top shelf, the top layer of the math was sorry the subjection plate. Now he's analyzing the depth of birth, birth, birth birth. And inquiring the students what these are and why these five points are. So he's talking about the Mary and the trench and applying the same thing. So again he's talking about the continental plates and the oceanic plates and how the oceanic plate dives under the continental plate. And of course asking the students what their real opinion is. So for the conclusion of whatever they think is the reason of why the gaps exist and why the potential is where they are. First we need to explain why the volcanoes are there. Then you'll have to explain why there are the gaps there. With this much information and as much data as you can get from all the fields, the formats and the gaps. We need to know this and to explain to me how this happens. We need to know this and to explain to me how this happens. We need to know this and to explain to me how this happens. I feel like the conclusion in order for the teacher to accept and he's trying to explain that. They just need to know and explain how the process is and where it goes wrong. So once again for the teachers here all these maps that you see how there is using is also available in the Google Drive link that's in the chat box. There's also a lesson plan that you will be able to use. So once the classroom activity is wrapped up, Hilda is going to pass the torch to Susanna and I think that's about now. Now Susanna and I are just going to get some ideas to share with you. So one member of each group will present their conclusions to Susanna now. A speaker? No. Now let's get to Miguel. Guys, five stars worked super hard. It's one thing that we hear, it's one thing that we see in the text videos. The information is already digested. So the students will be able to follow the steps of the scientists and use the data to better understand what they are doing. So go, sit down for the first stage, each group, let's go. Susanna, can you hear me? Okay, so from the global model of the light and the top of the button, we were able to see the presence of forces, the proof that there is a convergence of plates. This convergence of plates is a subduction of the denser plate, which is in this case the sonic one. And there will be an increase in the depth of this cosmic plate under the continental. This is demonstrated by the enzymes that appear in the greatest depth. Exactly. More inside the continent. That is, it will see an increase in temperature and then a formation of magma. And Fun Fact, the denser plate, which is the atomic one, as I said, decreases the diffusion point. Okay. That's why it helps in the formation of magma. Exactly. That's it. Thank you. Do you have any extra information from the other groups? Miguel, that's all. Fun Fact. It seems that the other groups basically reached the same conclusions. I agree. Yes. Maybe then we would pass the ball to you there. Okay. So, let's take a break and listen to Susana's movement. Okay, so, are you with me? Hello. Hello. Okay. Yes, attention. Okay. Okay. continental. I asked for this animation here to walk, and what we have here, as your colleagues do, is an oceanic plaque that is denser, and that's why when it collides with a continental plaque, which is less dense, which is to stay up here, the plaque that is denser tends to wrinkle to the inside of the earth. And note this, now one thing that I often go over is that the plaques are hypostereal, which means that they are composed of crust, which is here, we have here the oceanic crust, yellow, and the continental crust, the thicker the orange, and then for a piece of mint, ok? For some of the plaques they are hypostereal, which has crust, and the upper part of all the mint, which we call sub-crustal mint, which is hypostereal. And therefore, all this hypostereal plaque, the crust, is another piece of mint. What makes hypostereal is that it has its own identity, right? Because this mint that is here in the hypostereal is the same crust as the mint's, in terms of composition. The difference is that it is cold, ok? So, the crusts that are closer to the surface, and they are sufficiently reduced to have a rigid and fragile behavior, which means that they part. And that's why, as this plaque goes through, in all the hypostereal systems, therefore, throughout all the hypostereal system, which has subsurface systems, but in depth, we only have systems in places where the plaque is subducted. And therefore, that's why we see the locations of the systems to deepen more and more, as we accept the force, as your colleague said, to the side of the continent. Now, very important, and this is something that escapes us. It's not the subducted plaque that stops, ok? That's not what happens. What happens is that the subducted plaque, due to being subject to large pressures, the large pressures of the interior of the earth, basically these rocks that are subducted, will release the water that is in your composition, and therefore release the water, and the water will go down the point of the rocks of the mantle, and it's the mantle that will go down and form a magma less dense than then ascends to the surface, and as this magma goes ascending and reaches the surface, it will then create the volcanoes. Like this process, it's a process that is repeated throughout the subduction zone, it will create volcanoes, parallel to the subduction zone, parallel to all the force, and therefore you have to say, where do we have subduction? We hope to find volcanic arches behind what happens in the years. This will be the easiest part of the problem, it was to understand why there are new volcanoes. Now let's go to the part more out of the ordinary, which is why in the years we have areas behind the subduction zone, where there are no volcanoes, as we saw in Google Earth. We have mountains, but we don't have active volcanoes. And to solve this question, we have to choose for more data, for different types of data, and that's what we're going to do now in the second part of the activity. Eldreff. Perfect, thank you. Thank you. It makes sense now that what I had heard about last year, when we studied the plate technique, and now see with another approach. So, let's go there. The part that is easy, as Susana said, is already there. You have to understand that we have volcanoes for the longest time, in the best part of the 20th century. However, we have the hard states of the globe, the states of the planet that don't have volcanoes. And that now is a challenge for you. Right? Let's go there. Now, as I said, we're going to use different types of data, we're going to use different types of data that allow you to travel in depth. You can put the other maps there on the side. The sequence, I'm going to start with this part. Okay? But Eldre, we have about 12 minutes to wrap up the lesson. So, just something to keep in mind, Malta, now I have to be a little bit faster in a little while, there are also less data, ok, and they are already there in terms. So let's look at tomographic data, that is, based on the signs, the scientists can obtain images of geophysicists, of geophysicists, a kind of x-ray, ok, but based on the signs, we will be able to see the interior of the Earth, and then we will also be able to see other signs of subduction, for example, the moon, with this information, the blue areas, the cold areas, where the seismic waves are located, the light, ok, to compare the waves, ok, and what you have are a series of images of geophysicists, in depth, showing what is happening in area A, B, C, D and E, exactly. Then, last year we saw this, ok, the principle is the same, stop, we have there, in Japan, the Pacific cloud plate on the Eurasian plate, and this is possible to produce maps like these that you have at your disposal now, ok, then there is another map that gives us the geometry of the cloud layer, ok, of the cloud layer that is, of NASA, that is modeled below the Pacific cloud layer, good, to save time, it has the synthesis in depth, ok, and the last graph is the angle of the cloud, and if you look closely, I will find a plausible explanation for the absence of volcanoes I will find the absence of volcanoes, ok, 5 minutes, ok, look at the data, look at the data, look at the data, look at the data, look at the data, I just gave them 5 minutes to look at the data, it's less data than the previous data set, It will be enough for them, hopefully. Okay, great. Thanks. If you can't see the data from the graph, you can see that it's a model. Okay? Being a model that doesn't correspond exactly to the given data. Okay? If you have trouble understanding the graph, look at the geometry of the axis. Okay? Look at the next one. Okay? The next one will be the example of a model. The next one is a model. Okay? Okay? And the next one. The next one will be the example of a model that doesn't correspond to the given data. Okay? And the next one is the example of a model that doesn't correspond to the given data. Okay? Okay, so for just those of you who may be joined in a little bit late, this is the second part of the activity that Hilda is doing in the classroom. And after that he's going to give the mic back to Susanna and she was going to wrap up the lesson for the class. So would you like to say something about what what this map is and how they are using it in the classroom at the moment is subduction zone geometry model. So this is the slide deep so it's how shallow or so how horizontal or how vertical the slab is dipping into the mental. So for zero degrees it means the slide is just horizontal and for 90 degrees it could be dipping vertically into the mental. And so the in the first part of the class students were answering the question why are there volcanoes along the end is. That's sort of the easy question. And in the second part and of course it's related to subduction that's what they were identifying. And for the second part of the lesson they are now exploring why there are regions without volcanoes then because there's of course reduction along all the West Coast of South America. So we would expect volcanoes to exist all along the end is but that's not the case for active volcanoes or recently active volcanoes. So there are these volcanic gaps. And now they are looking into the data that they're looking at our tumor graphic cross cut a cross section along this a bdcb profile. And the graphic cross sections cross sections of the slab interface and this map which is slapped deep and the other one related to this one, which I don't remember what it is. So let me check in the materials. Okay, maybe I'm not missing anything. Okay, so depth and club deep those are the two different maps that they're looking at this one is club deep. And the other one is how deep we to ease. So the depth of the slide that's to the top of the slide. Okay, great. And now we now that we have you here. Let me explain what one of the students who was presenting on behalf of the behalf of the class. What was his major points of the presentation. He was explaining why there are volcanoes along the end is and he was relating that with production. So one of his main points was so his main points were that the oceanic slab is dancer. So it will dive under the continental plate and that's absolutely correct. And then he also related that the earthquake locations that are deeper has you go into the continent because of course that plate is acting, and you only have earthquakes in the subject in late this year, which gets deeper as you get away from the earthquake. And then he said that the plate is conducting and it gets warmer. And so you generate magma. And here it's a bit tricky actually because often they understand that because of students understand very often that because of production has the temperature increases, it is the plate itself that melts. And this is not the case. So what happens is that has the place of that. Because it is under bigger pressures, and the greater pressures it will release the water in the rock matrix. And it's the water that is released that decreases the amount of the mental rocks, and then the mental rock melt and they come to the surface and generate magma and volcanoes. So that was, they were almost all, they were almost 100% correct but that there was that point piece that I'm not entirely sure that was correct in their interpretation. And I think maybe this is really the good point that when a teacher and a scientist work together, then these kind of misconceptions, even though they're very tiny but perhaps important can be sort of revealed and discussed in the class. Actually, I'm actually quite sure that tell their noses, it's not. It's likely that from, you know, either textbook images or just the type of cartoons that we usually see that they get the impression that it is the plate itself that is melting it's a very common misconception. That's the kind of things that you have to repeat and go through a number of times to actually apprehend because of course the first time you get some of the concepts and then as you work more need to consolidate your ideas. Exactly. I see. We have held there again with us. Helder, you're muted. Yep. Thanks. So we have another volunteer. I was looking for a girl, but they are very shy, although they are very bright. Most of them they found a clue. So, do you want to share it? Yes. Exactly. It's very plain. So, you've discovered everything. It was great. It was fantastic. I'm just going to take a zoom. Okay, it can be. Let's take a picture. Let's look at the trailer. Okay, so. Okay, let's see an animation of Iris. Iris is a situation, a source of North American universities dedicated to seismology. And they have a lot of very good animations. And they have these about seismos and techniques of South America. We're just going to see the initial part, which is about the seismos we're talking about. Okay, so let's start with an introduction to the seismos and techniques of South America. As you know, this region that surrounds the Pacific is characterized by subduction zones, which are here in Roxo. And along these subduction zones, there are about 80% of the entire world. And there is also a lot of volcanism. We have about more than 400 active volcanoes. In particular, in this west coast of South America, there are very high seismos. Some of them are very developed, very matured. And in particular, this area has become the seismos of the largest magnitude in the history of seismology. We have a seismos of 9.5, and we even know that this number is a little low, but the instruments at the time, the maximum we were able to resist it was 9.5. It was the Valdivia seismos in 1960. And in addition to this seismos, which is a champion seismos, which is the largest seismos ever resisted, there are also many other seismos, both along the subduction zone as well as in the plate itself. So, here the regional technique, as you saw, is dominated by the subduction of the nascent plate area, oceanic, under the South American plate, continental. This subduction generates these volcanoes, as we wish, and it is a subduction that occurs at a speed of about 5-6 cm per year, which is more or less the same speed as our nails grow. So, a very palpable speed. In addition to this, we have in South America about 800 torrents per year, so they are huge, and here we are to see the seismos over the last 15 years, from the most superficial to the deepest, and we see that we already had this. So, the nascent lithospheric plate, the oceanic plate, the nascent lithospheric plate, subducted under the South American plate, see how, when we enter the mantle region, we only have deep seismos, which occur in the lithospheric plate, while along what is more at the surface, we have seismos both inside the oceanic plate and inside the continental plate, because it goes away as long as it is compressed, and these are seismos. And now we have here the oceanic lithospheric plate, which is able to hydrate, to lose its water, as long as it loses water. The melting, the formation of the water is not to retain the plate, it is the release of water, and the release of water then goes down to the point of the rocks and allows the subduction. And this is what happens along the zones where we have volcanism. And then we have here these regions that we saw, which are lacunas in the cadet of volcanoes, in the volcanic arc, what happens then here? As you saw by the entire subducted plate, what happens here is that the plate, the plane, it sinks a little bit, and instead of continuing to dive into the earth, as it did here, instead of continuing to dive into the earth, it sinks and stays the same as the continental lithospheric plate. So we stay with the oceanic lithospheric plate, with a double lithosphere, so to speak. So here the lithospheric plate is continental, and below it is the oceanic lithospheric plate. We have two lithosceres, one over the other, and that is why we couldn't lose water here, or this professor happens here, but there is no creation of volcanism and magma, because there is no rock and mud to melt. Ok, and that's it. From here the animation will tell us about other seasons, about several seasons throughout South America, but this is up to you to see at home if you want to know more. From my part, that's all. I hope you have enjoyed the activity, I hope you have learned, I hope you have enjoyed looking at real-life facts, I'm going to say that I always like to do, I hope you have also liked to do, but I have also been influenced by the notion that many times when we want to discover the solution for a complicated question in the Earth's science, we have to look for different types of data, because we will only look for one thing, only for the seasons, only for the position of the volcanoes. We can't really find the answer, we have to cross several types of different information. I have also been influenced by the very important notion that is that the theories that we have, always have a limit of applicability. Tecnonica de Placas has great success in explaining great things, but there are things that I can't explain, because there are places where observations are a bit different from what the concepts of Tecnonica de Placas are, or because dominant forces are different from the usual, or because other processes are involved. So this is an important concept. The theories are there to help us. They explain a large part of the observations, but they always have a limit of applicability, and there are always regimes because there are other mechanisms because there are other forces that are going to cause other types of observations and that give us clues to exactly those mechanisms. So in this way we are expanding our theories, we are proposing new models and we will be able to explain more and more of the observations of the world that surrounds us. And that's it, my part is all about your questions. Thank you, Suzana. Any questions? I have a question that has been in my air, open. The most important question, because they gave me the opportunity. I'm always messing with them because I like to say that the text books are full of potato figures, because many of those figures, instead of helping them to understand the concepts, complicate the perception in some way. And the use of real data helps greatly, in my opinion, to clarify the way science works and, as you said, the information that we remove from the data is very important. People, do you want to say hello? Hello, thank you. Okay. They are eager to go out there. Do you want to go out? Yes? Thank you, everyone. Thank you, Suzana. Thank you, Suzana. Thank you. Fantastic. Thank you so much, Helder and Suzana for this session.


Matthew chapter 28. Then the eleven disciples went away into Galilee to the mountain which Jesus had appointed for them and when they saw him they worshiped him but some doubted. Then Jesus came and spoke to them saying all authority has been given to me in heaven and on earth. Go therefore and make disciples of all the nations baptizing them in the name of the Father and of the Son and of the Holy Spirit teaching them to observe all things that I have commanded you and lo I am with you always even to the end of the age. Amen. Now we're not going to go through this in a thorough manner if I were teaching this on a Sunday I'd be taking a lot of time to develop a lot of things because there are quite a number of things I will not be touching on tonight but I want to give to you enough information to help you understand a little bit about water baptism. I want to begin by pointing a couple things out here and I'm going to develop something for you as I do so but I want you to notice something that's pretty pretty obvious if you were to take the entire context of Matthew into consideration as you look at verse 16 I want you to notice as we begin how it simply says then the eleven disciples went away into Galilee the eleven disciples as we begin notice there are no longer twelve twelve apostles the fact is all began the race but not all finished one of the marks of a disciple one of the marks of being a genuine follower of the Lord Jesus Christ and I would say it's a first mark at least found here in Matthew and I want to give you a few marks of disciples if you will one of the first evidences the first mark would be to persevere all had begun the race but not all finished Judas is no longer counted as one of the twelve and instead of being mentioned at all he simply omitted from the number and that's why Matthew says then the eleven disciples when he says the eleven disciples the disciples is in reference to the apostles and so all began the race Jesus had appointed twelve all began with him but not all finished with him so it's not just the beginning it's a continuing and concluding so one of the marks of a disciple one of the ways that you know that you are genuine is the simple perseverance holding fast to the very end many run a race but not all finish it not all people run the race lawfully some are disqualified when Paul was writing to the Corinthians in first Corinthians chapter 9 verse 24 he said it like this do you not know that those who run in a race all run but one receives the prize he goes on to run in such a way that you may obtain it and so one of the marks that you are genuinely a believer in the Lord Jesus Christ is that you hold fast to the end that's what disciples do we don't begin and then just drop out we may stumble at times we will have difficulties at times we don't always run in the direction that we'd like to sometimes we may veer to one side or the other we're obviously commanded by God not to do so but our flesh sometimes is so great the temptations can be so difficult that we can yield but we get back into the race we get back into the race and so one of the things we know here is that Judas began but Judas didn't finish one of the marks of a disciple is not only do we begin that race we continue that race and we finish and so that's the first thing I wanted to observe Judas is no longer counted as one of the 12 he's simply omitted from the number now as we look at this passage in verse 16 again it says the 11 disciples went away into Galilee notice to the mountain Galilee is to the north when you look at the nation of Israel on a map you can look and see in the northern region it's called the Galilee the southern region is is Judah and and that which is south of it and normally when you're looking at your New Testament you're looking at the Gospels it will speak of it events that took place around Jerusalem or events that took place around the Sea of Galilee and so what we find here is that the 11 Apostles went to Galilee but notice it says to the mountain which Jesus had appointed to them now Jesus had promised to meet them in Galilee and Matthew 20 26 32 Jesus had said but after I have been raised I will go before you to Galilee so he had said after my resurrection I'm going to go before you into the north in chapter 28 verses 7 and 10 that is basically repeated so apparently Jesus had not only stated that he would be in Galilee but he also had a place picked out for them to meet him now when you spend time looking at your Bible in your New Testament Jesus often ministered to them on sites that are referred to as a mountainside or a mountain for example a mountainside is where he gave the greatest message that it was ever given it's called the sermon on the mount it's also on a mountain that he chose his 12 disciples mark 313 said Jesus went up on a mountainside and called to him those he wanted you see a mountain involved in the feeding of the 5000 because this took place at the foot of a mountain according to John chapter 6 the transfiguration event occurred on a mountain in Matthew chapter 17 the Bible tells us he wept over Jerusalem from the Mount of Olives we know that he gave what is called the Mount of Olives discourse in Matthew 24 we know that at his ascension that Jesus Christ actually ascended to heaven from the Mount of Olives according to Acts chapter 1 here a mountain is being referred to where he gives what is called the Great Commission and so he calls them and he had told them I will go before you and I will meet you at this particular location so a second thing I want to point out about being a disciple one is you persevere and two is second the second one would be simply obedience that you are obedient to him this is simple obedience simple obedience places them in a position of usability it's been said ability is not as important as availability and so one of the things that disciples learn and this is this is so basic all of us know it but I want to reiterate it one of the things that you will learn and I could give a longer message on this and I'm beginning to think of things and I'm going to have to tell myself please don't go there just say the things you prepared because as I'm looking at this my mind starts kind of going and you know what it's telling me say this but I'm saying no I will not well I'll say a little bit I was thinking about it what is the mark of a disciple one disciple persevere's to simple obedience how do I know what to obey do I obey my feelings do I obey what people feel that I should obey what I obey is the word of God in the leading of the Holy Spirit and it's not as simple in terms of its complexity as it sounds when you say it it's actually very deep when you say that you follow the word and you follow the leading of the Spirit that's actually a very deep concept it's not a lightweight thing there are a lot of people who say oh yeah I understand that I do that when in reality they really don't for a very basic reason one is they're constantly quenching the Holy Spirit in their life and two they don't read the Bible and yet when you speak to them they'll say oh yeah I followed the leading of the Spirit when in reality what they're saying is I I follow the impulses that I might have the thoughts that I have or the feelings that I have and so it takes a while and takes a maturity for us to be able to rightly divide the word of God in other words to take the passage of scripture in its context to understand what was its purpose and what it intends to say and then to put that into practice simple obedience really rests on rightly dividing the word of God and obeying what God's word has to say and when you do that when you simply obey even what seems to be the most simple things the basic things God meets you in a very special way turn with me for a moment please I'm gonna make you exercise by turn to John chapter 14 for a moment I want to illustrate from scripture John chapter 14 in verse 21 in verse 21 of John chapter 14 he who has my commandments and keeps them it is he who loves me and he who loves me will be loved by my father and I will love him and manifest myself to him he who has my commandments and keeps them it is he who loves me now in verse 23 Jesus said if anyone loves me he will keep my word and my father will love him and we will come to him and make our home with him what is one of the ways that you demonstrate your love for God what did Jesus say you'll keep his word what you're doing tonight those of you who are being baptized is you're keeping his word Jesus said to go and baptize disciples you in obedience to that are demonstrating that even the simple command of being baptized is something that you desire and I like to tell people that when your water baptized it is one of those moments in your life that you beyond a shadow of a doubt can experience the joy of obedience because God has said go out and be baptized and so it's one of those moments in your life when your water baptized that God will meet you in a very very special way turn it on back to Matthew chapter 28 obedience is a mark of a disciple simple obedience go and I'll meet you and he does now they're there at this place he called them to and in verse 17 continuing it says and when they saw him they worshiped him some doubted so a third thing about being a disciple one is you persevere to you obey three you worship when they saw him they worshiped the moment Jesus appeared as disciples began to worship him it's interesting how it says some doubted perhaps they could not see him clearly maybe it was a distance and at first they didn't know for sure that was him but we need to remember that only up the apostles and a few of the women had seen Jesus alive and so it would have been a little bit difficult for them to really grasp what was taking place many of them and yet a third mark is that you worship the Lord I've been sharing on Wednesday night in our revelation study how that worship and we've been looking at worship out of chapter 6 and 7 and just this last week it says in Revelation chapter 7 that that heaven and this is it was kind of amazing to some people I'm sure the first time you've ever seen this that heaven is actually a loud place some people have this idea that heaven is a very quiet place that people kind of sit around kind of muttering under their breath or whatever that's not the picture that you get when you're looking at worship in heaven worship in heaven is loud and it says so and there are millions upon millions who are shouting praise to God and they're falling on their faces before the Lord and I've been sharing on Wednesday night I'm not going to ask you to start shouting and I'm not going to ask you to start falling all over on the on the on the ground with your faces smashed against the carpet and I'm not saying that but I've been saying that if you think that worship is quiet you're wrong worship is with all of your soul it's all that's within you you know I've seen some people really get into some secular songs and they scream at the top of their lungs and they're really going for it I think some of the funny times I've had is when I've seen somebody in a car next to me who's playing music obviously that they like and they're just swinging their heads around and singing like crazy people there you can't hear them thank God but they're really going for it right years ago here in this church when we used to meet in Ontario we had a very small auditorium and our speakers were stand-up standalone speakers and they were in the front of the stage and if I stepped off the steps it was only like two steps and I was on the floor and if I took two steps I'd be in the front row that's how small the place was the the platform was so short that if I had somebody over six foot six it's possible that if they stood on the tip toes they could hit the ceiling that's how small the place was and I can remember I had a brother that came to teach that I was afraid he was going to get stuck on the ceiling he was really tall and but the music's always been a little loud we've had people in the past say can you turn it down a little bit and the answer is no but we had a an 80-something year-old lady who used to sit in the front row 80 something the music was a little loud so I spoke to her grandson his name was Steve I said Steve your grandma seated in the front row and the music kind of loud I said doesn't it hurt her ears and I'll never forget his answer he said no she just turns her hearing aid down it doesn't bother her at all heaven is filled with loud worship and praise one of the elements of your life one of the things that marks you as a disciple very simply put is you're a worshiper and when these people saw Jesus Christ they worshipped him when they saw him the Bible says they worshiped now as this is taking place and we'll move into and close Jesus verse 18 came and spoke to them saying all authority has been given to me in heaven and on earth go therefore and make disciples of all nations baptizing them in the name of the Father and of the Son and of the Holy Spirit teaching them to observe all things that I have commanded you low I am with you always even to the end of the age and so Jesus comes he speaks to them and notice he says all authority has been given to me and as he speaks concerning this authority that has been given to him he gives him a commission he says go in verse 19 go therefore make disciples of all the nations we need to remember that in Judaism in the the Jewish religious system the temple was the central place of all worship that the Jews would actually gather together males were mandated above a certain age if it's if the capable of being there three times a year to assemble in Jerusalem it was the place to worship God but after the resurrection the temple of God is now to go out to the people and the temple of God is not just going to the Jewish nation but the temple of God is to go out throughout the world and there's a mission and that's what he's saying he's saying to teach all nations literally to make disciples and so the commission when he says go therefore and make disciples of all the nations baptizing them in the name of the Father the Son the Holy Spirit teaching them to observe all things that I've commanded you when you look at this and this is something else for us to see tonight as he's saying to go now many times people will say that in the great commission that's what you're looking at right now in verse 19 that the command or the main verb would be go and so they'll say that's what you're to do you're supposed to go and then you can have missions conferences that are really built on going and so you'll have missionaries who gather and they'll say you need to go you need to go Jesus said go but I want you to note something the main verb here and it's very important for me to point this out to you the main verb here is not the word go the main verb is to make disciples what Jesus is saying here literally is this you are going to leave this place the Holy Spirit is going to baptize you you are going to leave this place but you have a commission the commission that you have is to make disciples it's not just leaving it's going out with this word teaching them he said to observe all that I have commanded you that's the commission the commission of the body of Christ is to go out and to teach the world about Jesus Christ now the reason that you will come to this church and you'll get a verse by verse teaching of the word of God is that's what Jesus taught us to do and that's what disciples do is you get into the word of God you're not one of these people who just get up in the morning and say well I've heard that I ought to have something called morning morning devotions I'm not sure what that is maybe it just means that I should just trust the Lord to give me something for the day and there are some people who open the Bible and just put the finger down and say okay what do you have for me today that's called bibliomancy and it's not proper but that's what they'll do and so they put their hand down there and that there can be danger in that because they may put the hand down like someone one time did what do you have for me today and they put the hand down and said Judas went out and hanged himself and they said oh boy that can't be for me I'll have to ask the Lord God are you sure that's what you want and then they swing the Bible open go out and do the same oh no you know and so Jesus taught us to go out he said make disciples of all nations he said teaching them to observe all things that I've commanded you and so part of being a disciple is to share your faith as you've been equipped to do so what is it that the world needs today well I believe very strongly that the world needs today amongst many things the world needs today people who are willing to go out and share what Jesus has done and that's what God has called us to do now as you make disciples this is what we'll look at and we'll get to this now he says you baptize them in the name of the Father the Son and the Holy Spirit let's turn to Romans chapter 6 and I'll give you a few thoughts and then we'll go out to the pool and practice what we're preaching baptizing them the outside or outer emblem of being born again is baptism it's immersion in water the immersion in water symbolizes your death and resurrection in Jesus Christ the Bible teaches that we are saved by the grace of God through faith in Jesus Christ baptism represents our understanding of this we are baptized in order to be visibly identified as a follower of Jesus Christ we are not baptized in order to join a church we're baptized because we're right with God we're not baptized in order to be saved because baptism is not necessary for salvation Paul in first Corinthians chapter 1 verse 17 said it like this he said Christ did not send me to baptize but to preach the gospel not with wisdom of words lest the cross of Christ should be made of no effect so baptism isn't necessary for salvation but it does demonstrate that you have been saved and it's an act of obedience when you follow the Lord in baptism baptism is a picture of identification it's a picture of our identification with the death barrel and resurrection of Jesus Christ baptism represents our new life in Jesus Christ and it represents us taking on a newness in the Lord the word baptize is the word baptize so in Greek it means to dip or immerse it speaks of plunging under it was originally used in reference to dying a cloth so baptism is a visible demonstration of salvation and identification with Jesus Christ now in Romans chapter 6 verse 3 Paul said it like this do you not know that as many of us as we're baptized into Christ Jesus were baptized into his death therefore we were buried with him through baptism into death that just as Christ was raised from the dead by the glory of the father even so we also should walk in newness of life for if we have been united together in the likeness of his death certainly we also shall be in the likeness of his resurrection knowing this that our old man was crucified with him that the body of sin might be done away with that we should no longer be slaves of sin and so we're baptized we're identifying when you step into the pool in a moment and you enter into the water you're going to walk up to one of us where there are going to be several of us that are circling the pool there and I'm going to ask you to go to the person who hasn't anybody there with them sometimes people say well I want that person to baptize me and if it opens up that that's possible that's great if it doesn't that's great too you're being water baptized but I'll ask you to go to that person when you walk up to that person they're going to ask you what's your name and you'll give them your name and they'll pray for you and sometimes people will come with their family there are times that I've baptized two or three people four people at the same time where they'll hold hands and the whole family will be baptized it's beautiful when that happens sometimes people will not walk in I should say this while I'm speaking about this sometimes people cannot climb the ladder sometimes they have physical inability to go into the water they can't be water baptized by climbing into the pool and so if you're of that stripe if that's your situation right now you just can't get into the water but you want to be baptized all you need to do is speak to one of the ushers who will be right there they'll let one of us know and we'll go to the side of the pool where you're at and we'll just cup some water in our hand and we'll just pour it on you now that's okay I baptized my father in my bathtub at home and it's okay the Lord didn't say to him were you baptized in the Jordan were you baptized in a pool no I was baptized in a bathtub sorry go to hell he's not going to do that you know because it's not the water that cleanses you it's the blood of Christ keep that in mind and it's okay now I would prefer in most of us would because the word immersed baptized speaks of immersion and that's why we immerse and but it's okay to be water baptized with just the sprinkling of water also because it's a symbol of what took place in your life and so some of you may want to do that now when you're standing with me or one of us we will say I baptize you in the name of the Father the Son and the Holy Spirit when you go down into the water that is a picture of death and burial when you come out of the water that is a picture of resurrection to new life so you are baptized in the name of Jesus I am dead in Christ nevertheless I live and that's the picture it's called an enacted drama it's it's something that you're actually enacted parable it's a drama that enables you to portray visually what has taken place spiritually and that's why baptism is such a beautiful thing it's because when you step in the water you're saying to everybody around you I'm a follower of Jesus Christ when you step into that water and you go wonder you're saying I am dead and I am buried when you come out of that water you say and I'm alive in Jesus Christ there's something about entering into that water that typifies death that has a very powerful message I've shared this and I share this most every time I do baptism here in the church some of you have heard me say this before when my grandmother went to be with the Lord my dad and I were standing in the front of the of the chapel and my dad was very stalked my dad was a strong man this is mama his mama has died a few days away from his birthday and close to her own birthday she was I believe 92 years old and I was standing shoulder to shoulder with my father and there was the coffin of my grandmother a little four foot 10 woman in this casket my dad and I are standing I was very close to my father and we're standing there and I still remember the conversation we had when my father says look at her hands David my grandma had real arthritic hands they were all gnarled from from just arthritis and age and he said to me see those hands I said yes I do they made a lot of tortillas I said I remember daddy as we would go to my grandma's on Saturdays and grandma always had fresh tortillas for us I said I remember daddy and he said she used them on my head more than once and I said I'm sure she did but my father was just real quiet he was one of these quiet men and so they closed the casket they take her to the grave site I'm standing next to my father and as we stand there they lower the casket everybody has pretty much left except my dad and me everybody has disappeared but dad wanted to remain just a moment longer and here comes this this little bulldozer and as I'm standing next to my dad they take the dirt that had been piled up there at the side of the grave and they shoved the dirt on top of the casket of my grandmother and it was at that moment that I heard my father sob you just lost it I heard him just sob why because for my dad the dirt covering that coffin it's over he saw that it's over my mama's gone when you go into that water and you go underneath it you are dead your old man that's sinful man he is dead and buried in Jesus Christ but when you come out that's newness of life and that's something that ought to cause us great joy because we're alive in Christ dead descent and alive in him and that's what the emblem is that's what the picture is we go under the water we're identified with his death is burial we come out of the water and we are raised it's a picture being raised by the from the dead by the glory of the father and we are reminded that we are united together in the likeness of his death but we are also looking forward to the life that we have because of the spirit Jesus had said behold I will be with you always even until the end of the age until I come to judge the world until I come to rule on earth I want you to remember I will be with you so even now he was telling his disciples as you go while you go where you go make disciples and as you make these disciples I want to remind you I will be with you


The solution to a cubic is a good example of a key process in mathematics, change things up. Let's consider, to solve a quadratic equation like x squared plus 10x equals 39, we add a constant, the square of half the coefficient of x, and this completes the square. So the natural thing to try is to add a constant to complete the cube, but we can't. And the problem is that a cube like x cubed plus 6x equals 20 requires the addition of both x squared and constant terms to become a perfect cube. So now what? Well, let's take a different perspective. The reason we're adding something to complete the square is that the quantity we have is an incomplete square. And so we asked, what do we add to the incomplete square to make a complete square? Well, let's change things up. What if we asked, what could we subtract from the complete square to make an incomplete square? In other words, suppose our variable expression is the difference of two squares. So suppose we want to solve x squared plus 10x equals 39. The variable part x squared plus 10x can be viewed as the difference of squares, u squared minus v squared. And so we see that this x, the unknown side, is actually u minus v.  But if we then subtract x squared, we leave 10x. What's left are these two wings, which are 2vx. And so this means that 10x has to be 2vx.  And this allows us to solve the equation. So since 2v is equal to 10, we know that v is equal to 5. And since u squared minus v squared equals 39, and we know what v is, we can find u. And since x is u minus v, we can find x. Can we do this with x cubed plus 6x equals 20? And our goal is we'd like x cubed plus 6x to be u cubed minus v cubed, the difference of two cubes. So we have lengths x, u, and v. And if we explode our cube, we see that it's a cube of x plus three slabs with dimension x, u, and v. And so we need 6x to equal 3uv, and this gives us uv equals 2. And notice that we have u cubed minus v cubed equals 20, a difference. And a product, well not quite the product that we need, we have the product uv equals 2. But if we cube it, we get u cubed v cubed equals 8. So we have a difference and a product, and this is a mesopotamian canal problem. At least it can be solved as one. So we might start out this way. The product of two numbers is 8, and their difference is 20. So the difference is 20. So half the difference is 10, squared is 100. If we add the product, we get the square of the sum is equal to 108. We can then take the square root, and so we can find that half the sum is the square root of 108. And the thing to realize here is that the thing we're adding or subtracting are actually the cubes of u and v. And so our work gives us half the difference and half the sum. And since we know half the sum and half the difference, if we add them, we'll get the first. And so we can take the cube root to find u. We can also subtract to find the other one. And finally, since x equals u minus v, we have our solution.