What do you think might be the best way to explain the concept of INFINITY to a 10-year-old?

 

And, when the 10-year-old asks about the Universe, and the beginnings of the Universe, as well as the end of our Universe, then how do you explain this image:

 

 

 

This concept of the beginnings of the Cosmos, and the final end of our Universe, is not so easy for a young person to grasp.

 

Therefore, what might be the best way to present these concepts of infinity and the end of the universe...to....a....

10-year-old?

 

====

 

For example, when a 10-year-old looks at this image, in fact, he/she is actually looking at the very edge of our universe.

And so, how does a good teacher explain this image in terms which can be understood by a young person?

 

From my experience, kids just think that this image is something....IMAGINARY....even though this is a real image.

 

Any help with this?

 

Thank you.

 

Gamma

 

 

 

 

Nah, just an image same as all those images of Jesus.

7 minutes ago, sherwood said:

Nah, just an image same as all those images of Jesus.

 

Thank you.

But.

Not very helpful, as you probably know.

 

 

a few birds took a dump.....and here we are. 

Start by understanding it yourself

10 minutes ago, stoner said:

a few birds took a dump.....and here we are. 

 

So then....Stoner....

This is your best explanation for a very intelligent child of 10?

 

Surely, even YOU might do better....but...probably....

NOT MUCH BETTER....

Knowing your limited number of brain cells....after...probably...

Toking for most of your sorry life.

 

 

5 minutes ago, sirineou said:

Start by understanding it yourself

 

Which is to say?

 

What?

 

You do not understand how this image was created?

 

Or, you do not understand how this image can represent (not represent, but is) the remnants of the beginnings?

 

What are you saying, exactly?

 

 

Edited February 29, 20242 yr by GammaGlobulin

12 minutes ago, sirineou said:

Start by understanding it yourself

 

Just answer the question of the Topic.

No need to do otherwise, I think.

 

For example, why are there different colors in this image?

 

 

Edited February 29, 20242 yr by GammaGlobulin

1 minute ago, GammaGlobulin said:

 

Which is to say?

 

What?

 

You do not understand how this image was created?

 

Or, you do not understand how this image can represent the remnants of the beginnings?

 

What are you saying, exactly?

 

 

I am not implying anything , would you not agree that before you explained anything to anyone, never mind a 10 year old , you would need to understand it yourself. 

So learn as much as you can about the subject , and the answer would become obvious.

A piece of advice , you are not going to do this here. 

For a 10 year old , before I start explaining the number 12 , I would start explaining the number one ,the number two, and the concept of zero and how it applies in that instance. 

But you really don't care how to explain cosmic background noise to a 10 year old do you? 

You want to talk about the subject and you thought this would be a good way to do it. 

 

Pathetic example of "bragging in the form of a question" by a wannabe intellectual.

He would be an object of pity if he wasn't so unlikeable. 

I just show them the picture you posted and tell them existence has a preference for down quarks, which leads to a preference for neutrons, which leads to an uneven distribution of matter and dark matter; hence the uneven distribution of the CMB.

 

Wave particle duality is more cumbersome, but I find I just give them the Schrodinger equation and it's so obvious, they instantly get it.

 

−2mℏ2∂x2∂2Ψ+V(x)Ψ==iℏ∂t∂Ψ

 

You might also find this useful when they ask about something like gravitational lensing. Just tell them it's like grandpa's eyes with his cataracts, leading him to see double.

 

Just having some fun, GG, as I assume you are, too.

15 minutes ago, sirineou said:

cosmic background noise

 

NOT noise, Sir!

You are very mixed up, as always.

 

 

7 minutes ago, Walker88 said:

I just show them the picture you posted and tell them existence has a preference for down quarks, which leads to a preference for neutrons, which leads to an uneven distribution of matter and dark matter; hence the uneven distribution of the CMB.

 

Wave particle duality is more cumbersome, but I find I just give them the Schrodinger equation and it's so obvious, they instantly get it.

 

−2mℏ2∂x2∂2Ψ+V(x)Ψ==iℏ∂t∂Ψ

 

You might also find this useful when they ask about something like gravitational lensing. Just tell them it's like grandpa's eyes with his cataracts, leading him to see double.

 

Just having some fun, GG, as I assume you are, too.

 

I am ALWAYS having fun, just like you.

 

Most students love cats, I have found.

 

But...

Really....

Some 10-year-olds are pretty advanced.....

And, they can understand a LOT more than you might think!

And, even more than some uni students.

 

So, I am not joking now....

 

 

Edited February 29, 20242 yr by GammaGlobulin

Mmmmm......Tell them to look it up on Google or Bard?

I teach many young students of that age all about space - it's a popular subject for both young boys and girls, and part of the primary General Science curriculum. I explain that there are many unanswered questions that challenge space scientists and therefore the phrase "We don't really know" is often the answer when such a question is posed!

 

This isn't a cop-out.  It's a realistic answer to many questions about space.  If there is a theory that scientists hold about some aspect of space, then I'm happy to explain that theory in simple terms to my students.  But "We don't really know" can also encourage the student to investigate further as to why we don't really know (eg - "We have a theoretical idea, but to prove our theory we would need to visit the distant space object and that's currently impossible with our slow rockets etc etc").

42 minutes ago, GammaGlobulin said:

 

So then....Stoner....

This is your best explanation for a very intelligent child of 10?

 

Surely, even YOU might do better....but...probably....

NOT MUCH BETTER....

Knowing your limited number of brain cells....after...probably...

Toking for most of your sorry life.

 

 

 

My answer is not accurate ?

14 minutes ago, GammaGlobulin said:

 

NOT noise, Sir!

You are very mixed up, as always.

 

 

I like how you sidestepped the point of my post 

Is it possible that the Precocious 10-year-old might be you? 

 

 

12 minutes ago, simon43 said:

"We don't really know"

 

This is definitely the best answer...when..,.YOU....the teacher....

Do not have the answer.

 

Fortunately, for me, I do not teach beyond my means.

 

Therefore, in almost all cases, being the GENIUS that I am....I...

Almost always have the answers.

 

(no joke)

 

 

 

 

 

Edited February 29, 20242 yr by GammaGlobulin

8 minutes ago, sirineou said:

I like how you sidestepped the point of my post 

Is it possible that the Precocious 10-year-old might be you? 

 

 

 

Sorry.

I did not understand your ill-posed question, perhaps.

 

What is it about CMB that you wish to know, REALLY?

I will do my best to reply....

 

 

Edited February 29, 20242 yr by GammaGlobulin

2 hours ago, GammaGlobulin said:

then how do you explain this image:

you don't use that image at all.

that image = garbage

it doesnt represent anything

39 minutes ago, cdemundo said:

a wannabe intellectual.

 

I am most surely an intellectual, in the purest sense of the word.

 

Although, I must admit, I am one of those purest of intellectuals with a very limited intelligence.

 

And so, I must play the cards I was dealt, for better or for worse.

 

 

Just now, save the frogs said:

you don't use that image at all.

that image = garbage

it doesnt represent anything

 

Garbage in...

Garbage out....

 

Is this what you are saying?

 

 

33 minutes ago, Lacessit said:

Mmmmm......Tell them to look it up on Google or Bard?

 

I think you meant Gemini...

Not Bard.

 

Can recommend showing him Tim and Eric Awesome Show Great Job   The Universe I II and III  on youtube. 

14 minutes ago, GammaGlobulin said:

 

Garbage in...

Garbage out....

 

Is this what you are saying?

 

 

 

yeah you could teach that.

and use that image as a prop to explain that metaphor. 

make it a trick question.

 

16 minutes ago, GammaGlobulin said:

 

I think you meant Gemini...

Not Bard.

 

I guess I did. However, I can't be bothered with following name changes in the cybersphere.

2 minutes ago, save the frogs said:

 

yeah you could teach that.

and use that image as a prop to explain that metaphor. 

make it a trick question.

 

 

No...actually...

 

Garbage in...

Garbage out....

 

Is just a phrase often used by CIS guys.

 

 

1 minute ago, Lacessit said:

I guess I did. However, I can't be bothered with following name changes in the cybersphere.

 

Bard will not be offended.

 

I already asked Gemini if I may still refer to it as Bard.

 

Gemini told me I could call him Ray....

 

 

 

1 hour ago, Walker88 said:

Wave particle duality is more cumbersome

 

So.

Are you the guy on TV who teaches Physics at one of the local universities?

 

I have forgotten, now.

I once knew.

Maybe it is you?

 

1 hour ago, GammaGlobulin said:

 

Just answer the question of the Topic.

No need to do otherwise, I think.

 

For example, why are there different colors in this image?

 

 

Possibly coloured in by the 10 year old's 2 year old sibling!  555