full transcript
From the Ted Talk "Alan Kay: A powerful idea about ideas"

#### Unscramble the Blue Letters

Now, what if we want to look at this more closely? We can take a movie of what's going on, but even if we nslgie pepsetd this ivmoe, it's tricky to see what's going on. And so what we can do is we can lay out the frames side by side or stack them up. So when the children see this, they say, "Ah! ilaeantrccoe," remembering back four months when they did their cars sideways, and they start measuring to find out what kdni of acceleration it is. So what I'm doing is measuring from the bottom of one image to the bottom of the next image, about a fifth of a second later, like that. And they're getting faster and faster each time, and if I kastc these guys up, then we see the differences; the increase in the speed is tasnntoc. And they say, "Oh, yeah. Constant acceleration. We've done that already." And how shall we look and verify that we actually have it? So you can't tell much from just making the ball drop there, but if we drop the llba and run the movie at the same time, we can see that we have come up with an accurate physical model.

#### Open Cloze

Now, what if we want to look at this more closely? We can take a movie of what's going on, but even if we **______** **_______** this **_____**, it's tricky to see what's going on. And so what we can do is we can lay out the frames side by side or stack them up. So when the children see this, they say, "Ah! **____________**," remembering back four months when they did their cars sideways, and they start measuring to find out what **____** of acceleration it is. So what I'm doing is measuring from the bottom of one image to the bottom of the next image, about a fifth of a second later, like that. And they're getting faster and faster each time, and if I **_____** these guys up, then we see the differences; the increase in the speed is **________**. And they say, "Oh, yeah. Constant acceleration. We've done that already." And how shall we look and verify that we actually have it? So you can't tell much from just making the ball drop there, but if we drop the **____** and run the movie at the same time, we can see that we have come up with an accurate physical model.

#### Solution

- acceleration
- kind
- ball
- constant
- movie
- single
- stepped
- stack

#### Original Text

Now, what if we want to look at this more closely? We can take a movie of what's going on, but even if we single stepped this movie, it's tricky to see what's going on. And so what we can do is we can lay out the frames side by side or stack them up. So when the children see this, they say, "Ah! Acceleration," remembering back four months when they did their cars sideways, and they start measuring to find out what kind of acceleration it is. So what I'm doing is measuring from the bottom of one image to the bottom of the next image, about a fifth of a second later, like that. And they're getting faster and faster each time, and if I stack these guys up, then we see the differences; the increase in the speed is constant. And they say, "Oh, yeah. Constant acceleration. We've done that already." And how shall we look and verify that we actually have it? So you can't tell much from just making the ball drop there, but if we drop the ball and run the movie at the same time, we can see that we have come up with an accurate physical model.
#### ngrams of length 2

collocation |
frequency |

year olds |
6 |

steering wheel |
3 |

long time |
3 |

#### Important Words

- acceleration
- accurate
- ball
- bottom
- cars
- children
- closely
- constant
- drop
- faster
- find
- frames
- guys
- image
- increase
- kind
- lay
- making
- measuring
- model
- months
- movie
- physical
- remembering
- run
- side
- sideways
- single
- speed
- stack
- start
- stepped
- time
- tricky
- verify
- yeah