Science Behind the Bike: Four Videos from the Open University on the Eve of the Tour de France

Right in time for the Tour de France (which gets under­way tomor­row) the Open Uni­ver­si­ty has released a new video series called Sci­ence Behind the Bike. Dur­ing the past two decades, sci­ence has tak­en cycling to new places — some­times good, some­times bad. The intro­duc­tion of per­for­mance enhanc­ing drugs near­ly dam­aged the sport beyond repair, and it cer­tain­ly destroyed the careers and rep­u­ta­tions of many lead­ing cyclists. But all along, some­where out­side the pub­lic glare, many well-inten­tioned sci­en­tif­ic minds have toiled away, try­ing to find legit­i­mate ways to advance the sport. Phys­i­ol­o­gists, physi­cists, engi­neers, soft­ware design­ers, techies from For­mu­la 1 rac­ing — they’ve all brought a new per­spec­tive to cycling.

In the video above, Sci­ence Behind the Bike looks at how sci­ence and tech­nol­o­gy have influ­enced the mak­ing and break­ing of the pres­ti­gious World Hour Record first estab­lished in 1893. Then, below, Forces breaks down the physics of cycling; Phys­i­ol­o­gy explains, well, the phys­i­ol­o­gy that boosts per­for­mance; and Tech­nol­o­gy digs deep­er into the high-tech hard­ware that cyclists push along. If you’re a fan of the sport, you’ll undoubt­ed­ly appre­ci­ate appear­ances by Chris Board­man, Francesco Moser, Graeme Obree and Rebec­ca Romero.

Forces

Phys­i­ol­o­gy

Tech­nol­o­gy

Relat­ed Con­tent:

Brus­sels Express: The Per­ils of Cycling in Europe’s Most Con­gest­ed City

David Byrne: From Talk­ing Heads Front­man to Lead­ing Urban Cyclist

The Physics of the Bike

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“Science: It’s a Girl Thing!” OMG, Seriously?! The Botched Video by the EU

Even more than in the U.S., women in Europe lag behind men in the sci­ence and engi­neer­ing pro­fes­sions, account­ing for bare­ly a third of sci­ence researchers. Under­stand­ably con­cerned about the gen­der gap, Euro­pean Union offi­cials launched a cam­paign tar­get­ing girls between the ages of 13 and 17. Their mes­sage: Sci­ence is cool. Girls can do it and make a dif­fer­ence in the world.

So far, so good. Unfor­tu­nate­ly, the result­ing video “Sci­ence: It’s a Girl Thing” is about as on point as a Spice Girls video.

The first clue is the lip­stick i in Sci­ence. Three vamps are sil­hou­et­ted Charlie’s Angels-style as dance music puls­es away. A young man in glass­es gazes over his micro­scope in curios­i­ty as each girl toss­es her curls or shows her per­fect foot in a high heel.

Sci­ence? Yay! Let’s shop!

One hot babe does indeed take some time to write for­mu­las willy-nil­ly on some plex­i­glass while oth­ers gig­gle between shots of beakers, rouge and explod­ing eye shad­ow.

When my 13 year old daugh­ter watched the video, she thought it was an ad for a cos­met­ics com­pa­ny.

The Euro­pean Research, Inno­va­tion and Sci­ence Com­mis­sion­er Maire Geoghe­gan-Quinn defends the video as a way to “show girls and women that sci­ence does not just mean old men in white coats.” No, it means a young man in a white coat who seems to won­der what the three ditzy dames are doing in his lab. The video has gen­er­at­ed so much crit­i­cism that the E.U. has pulled it off the Sci­ence: It’s a Girl Thing web­site and replaced it with an inter­view with a young Pol­ish woman work­ing on her PhD in virol­o­gy.

This video is much bet­ter. But what’s with the sil­ly cut­aways to frozen yogurt?

Kate Rix is an Oak­land-based free­lance writer. Check out more of her work at .

Explorer David Livingstone’s Diary (Written in Berry Juice) Now Digitized with New Imaging Technology

One of the 19th century’s most intrigu­ing fig­ures, the Scot­tish explor­er David Liv­ing­stone may be best known for words uttered by a reporter when the two men met on the shores of Lake Tan­ganyi­ka: “Dr. Liv­ing­stone, I pre­sume?”

David Liv­ing­stone dis­ap­peared in Africa for six years before meet­ing the famous­ly quot­ed Hen­ry Mor­ton Stan­ley. He was a hero in Vic­to­ri­an Eng­land for his rags-to-rich­es sto­ry of an impov­er­ished boy who went on to become a sci­en­tif­ic inves­ti­ga­tor and anti-slav­ery cru­sad­er. Liv­ing­stone became impas­sioned about the poten­tial of Chris­tian­i­ty to erad­i­cate the slave trade in Africa and took his mis­sion­ary work into the African inte­ri­or.

An avid chron­i­cler of his adven­tures, Liv­ing­stone left behind a num­ber of jour­nals, but one of his most vivid accounts—of a mas­sacre hit wit­nessed in 1871—has been inac­ces­si­ble until now. Liv­ing­stone’s 1871 Field Diary cap­tures a five-month peri­od when the explor­er was strand­ed in a vil­lage in the Con­go. He had run out of paper and ink to main­tain his usu­al jour­nal, so he impro­vised by writ­ing over an old copy of The Stan­dard news­pa­per using ink made from the seeds of a local berry.

In col­lab­o­ra­tion with British and Amer­i­can archivists, the UCLA Dig­i­tal Library Pro­gram used spec­tral imag­ing tech­nol­o­gy to dig­i­tize the del­i­cate mate­r­i­al. Over­all the site offers an inter­est­ing pre­sen­ta­tion of Livingstone’s work, though the diary pages them­selves aren’t too leg­i­ble. Crit­i­cal notes are abun­dant and intrigu­ing, and diary pages appear side-by-side with tran­scrip­tions. View­ers can zoom in to study Livingstone’s spi­dery script writ­ten per­pen­dic­u­lar to the news­pa­per copy. The spec­tral imag­ing process itself is worth a look. With­out this tech­nique, the diaries appear as noth­ing more than ghost­ly scrib­bles.

Pre­vi­ous to keep­ing this field diary, Liv­ing­stone embarked on a mis­sion to find the source of the Nile Riv­er, which he misiden­ti­fied. But his the­o­ries about cen­tral African water sys­tems are fas­ci­nat­ing. Liv­ing­stone was the first Euro­pean to see Mosi-oa-Tun­ya, “the smoke that thun­ders,” water­fall, which he renamed Vic­to­ria Falls after his monarch. His diaries pro­vide a peek into a time when explo­ration was dan­ger­ous, dif­fi­cult and even dead­ly. Liv­ing­stone died of Malar­ia in present-day Zam­bia, where his heart is buried under a tree. The rest of his remains were interred at West­min­ster Abbey.

Kate Rix is an Oak­land based free­lance writer. See more of her work at .

Seven Questions for Stephen Hawking: What Would He Ask Albert Einstein & More

If Stephen Hawk­ing could talk with Albert Ein­stein, what would he say?

“I would ask him why he did­n’t believe in black holes,” says Hawk­ing in this video from Time mag­a­zine. “The field equa­tions of his Gen­er­al The­o­ry of Rel­a­tiv­i­ty implied that a large star or cloud of gas would col­lapse in on itself and form a black hole. Ein­stein was aware of this but some­how man­aged to con­vince him­self that some­thing like an explo­sion would always occur to throw off mass and pre­vent the for­ma­tion of a black hole. What if there was no explo­sion?”

The famous cos­mol­o­gist, the­o­ret­i­cal physi­cist and author of the best­seller A Brief His­to­ry of Time made the remark in late 2010, when he agreed to take part in the Time’“10 Ques­tions” series. The mag­a­zine invit­ed read­ers from around the world to sub­mit ques­tions for Hawk­ing, but because of the sci­en­tist’s disability–he is ful­ly par­a­lyzed due to motor neu­rone dis­ease and has to painstak­ing­ly com­pose his answers using a sin­gle cheek mus­cle to oper­ate his word processor–the inter­view was pared down to sev­en ques­tions.

One read­er asks if Hawk­ing thinks civ­i­liza­tion will sur­vive long enough to extend itself into deep space. “I think we have a good chance of sur­viv­ing long enough to col­o­nize the Solar Sys­tem,” says Hawk­ing. “How­ev­er, there is nowhere else in the solar sys­tem any­thing like as suit­able as the Earth, so it is not clear if we would sur­vive if the Earth was made unfit for habi­ta­tion. To ensure our long-term sur­vival we need to reach for the stars. That will take much longer. Let’s hope we can last until then.”

Relat­ed con­tent:

A Brief His­to­ry of Time: Errol Mor­ris’s Film of Stephen Hawk­ing

Stephen Hawk­ing’s Uni­verse: A Visu­al­iza­tion in Stars and Sound

Stephen Hawk­ing: Aban­don Earth or Face Extinc­tion

Neil deGrasse Tyson & Richard Dawkins Ponder the Big Enchilada Questions of Science

When­ev­er you bring togeth­er Neil deGrasse Tyson and Richard Dawkins — one the pub­lic face of astro­physics, the oth­er the pub­lic face of biol­o­gy — you’re pret­ty much guar­an­teed a good crowd and a spir­it­ed con­ver­sa­tion. And that’s what stu­dents got in Sep­tem­ber 2010, when the sci­en­tists shared the stage at Howard Uni­ver­si­ty and con­sid­ered some big enchi­la­da ques­tions. For exam­ple: Why did our mind — from an evo­lu­tion­ary point of view — lead us to abstract math­e­mat­ics, which dri­ves the major dis­cov­er­ies in physics? What are the chances that we’ll dis­cov­er intel­li­gent life in the uni­verse, and, if they dis­cov­er us (rather than the oth­er way around), could we, as a civ­i­liza­tion, be in big trou­ble? Is nat­ur­al selec­tion oper­a­tive through­out the uni­verse and would aliens look any­thing like us? And why is The Blob a much bet­ter alien than ET? In short, they’re con­sid­er­ing just the kinds of mind-bend­ing ques­tions that col­lege stu­dents love to enter­tain — and hope­ful­ly you do to. Their con­ver­sa­tion runs about 50 min­utes and a Q&A fol­lows.

Relat­ed Con­tent:

Neil deGrasse Tyson Lists 8 (Free) Books Every Intel­li­gent Per­son Should Read

Some­thing from Noth­ing? Richard Dawkins and Lawrence Krauss Dis­cuss Cos­mol­o­gy, Ori­gins of Life & Reli­gion Before a Packed Crowd

Grow­ing Up in the Uni­verse: Richard Dawkins Presents Cap­ti­vat­ing Sci­ence Lec­tures for Kids (1991)

125 Great Sci­ence Videos: From Astron­o­my to Physics & Psy­chol­o­gy

30 Free Physics Cours­es from Top Uni­ver­si­ties (More Free Cours­es here)

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The Electronic Nose and The Strange Future of Public Health & Safety

Over in Nate Lewis’ Cal­tech lab, they’re work­ing on devel­op­ing an “elec­tron­ic nose” that can sniff out dis­eases, bombs, dan­ger­ous tox­ins and beyond. And then they want to put that e‑nose right in your smart­phone.

Need to find out if you have a lit­tle tuber­cu­lo­sis? No prob­lem, there’s an app for that. Won­der­ing if that pow­der may be anthrax? Oh iPhone, what say you?

The Anatomical Drawings of Renaissance Man, Leonardo da Vinci

Leonar­do da Vin­ci, the arche­type of the Renais­sance Man, received some for­mal train­ing in the anato­my of the human body. He reg­u­lar­ly dis­sect­ed human corpses and made very detailed draw­ings of mus­cles, ten­dons, the heart and vas­cu­lar sys­tem, inter­nal organs and the human skele­ton. A great num­ber of these draw­ings can now be seen in the largest exhi­bi­tion of Leonar­do da Vinci’s stud­ies of the human body, “Leonar­do da Vin­ci: Anatomist,” at The Queen’s Gallery in Buck­ing­ham Palace, Lon­don. In this video, Senior Cura­tor Mar­tin Clay­ton explores three of these draw­ings and shows that Leonar­do’s med­ical dis­cov­er­ies could have trans­formed the study of anato­my in Europe, had they not lan­guished unpub­lished for cen­turies. Clay­ton has also pub­lished his find­ings in “Nature”. And the BBC has looked into the ques­tion of just how accu­rate Leonar­do’s anatom­i­cal draw­ings real­ly were.

Bonus links:

  • The Guardian has a fas­ci­nat­ing sto­ry about Leonar­do da Vin­ci’s note­book, includ­ing his ‘to-do’ list.
  • Here’s a won­der­ful 360° panoram­ic view of San­ta Maria delle Grazia in Milan with Leonar­do’s “Last Sup­per”.

By pro­fes­sion, Matthias Rasch­er teach­es Eng­lish and His­to­ry at a High School in north­ern Bavaria, Ger­many. In his free time he scours the web for good links and posts the best finds on Twit­ter.

Just How Small are Atoms? Mind Blowing TEDEd Animation Puts It All Into Perspective

In this new video from TED Edu­ca­tion, teacher and author Jonathan Bergmann uses col­or­ful analo­gies to help us visu­al­ize the scale of the atom and its nucle­us. Bergmann is a pio­neer of the “Flipped Class­room” teach­ing method, which inverts the tra­di­tion­al edu­ca­tion­al mod­el of class­room lec­tures fol­lowed by home­work. In a flipped class­room there are no lec­tures. Instead, teach­ers assign video lessons like the one above as home­work, and devote their class­room time to help­ing stu­dents work their way through prob­lems. To learn more about the flipped class­room method you can read a recent arti­cle co-authored by Bergmann in The Dai­ly Riff. And to see more TED Edu­ca­tion videos, which come with quizzes and  oth­er sup­ple­men­tary teach­ing mate­ri­als, vis­it the TED­Ed YouTube chan­nel.

PS Find 31 Free Physics Cours­es in our Col­lec­tion of 450 Free Cours­es Online. They’re all from top uni­ver­si­ties — MIT, Stan­ford, Yale and the rest.

via Boing­Bo­ing

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