full transcript
From the Ted Talk "Greg Gage: Electrical experiments with plants that count and communicate"

Unscramble the Blue Letters

And so when we go into the classroom, one way to get them ikinnght about the brain, which is very complex, is to ask them a very simple question about neuroscience, and that is, "What has a brain?" When we ask that, nestdstu will instantly tell you that their cat or dog has a brain, and most will say that a mouse or even a small ictnes has a brain, but almost nobody says that a plant or a tree or a shrub has a brain. And so when you push — because this could actually help eedsibcr a little bit how the brain actually functions — so you push and say, "Well, what is it that makes living things have brains versus not?" And often they'll come back with the sicsiiocanalft that things that move tend to have brains. And that's absolutely correct. Our nervous system evolved because it is electrical. It's fast, so we can quickly respond to stimuli in the world and move if we need to. But you can go back and push back on a student, and say, "Well, you know, you say that lsptan don't have brains, but plants do move." Anyone who has grown a plant has toendic that the ptlan will move and face the sun. But they'll say, "But that's a olsw emetonmv. You know, that doesn't count. That could be a chemical process." But what about fast-moving plants?

Open Cloze

And so when we go into the classroom, one way to get them ________ about the brain, which is very complex, is to ask them a very simple question about neuroscience, and that is, "What has a brain?" When we ask that, ________ will instantly tell you that their cat or dog has a brain, and most will say that a mouse or even a small ______ has a brain, but almost nobody says that a plant or a tree or a shrub has a brain. And so when you push — because this could actually help ________ a little bit how the brain actually functions — so you push and say, "Well, what is it that makes living things have brains versus not?" And often they'll come back with the ______________ that things that move tend to have brains. And that's absolutely correct. Our nervous system evolved because it is electrical. It's fast, so we can quickly respond to stimuli in the world and move if we need to. But you can go back and push back on a student, and say, "Well, you know, you say that ______ don't have brains, but plants do move." Anyone who has grown a plant has _______ that the _____ will move and face the sun. But they'll say, "But that's a ____ ________. You know, that doesn't count. That could be a chemical process." But what about fast-moving plants?

Solution

  1. plants
  2. plant
  3. slow
  4. classification
  5. thinking
  6. describe
  7. noticed
  8. students
  9. insect
  10. movement

Original Text

And so when we go into the classroom, one way to get them thinking about the brain, which is very complex, is to ask them a very simple question about neuroscience, and that is, "What has a brain?" When we ask that, students will instantly tell you that their cat or dog has a brain, and most will say that a mouse or even a small insect has a brain, but almost nobody says that a plant or a tree or a shrub has a brain. And so when you push — because this could actually help describe a little bit how the brain actually functions — so you push and say, "Well, what is it that makes living things have brains versus not?" And often they'll come back with the classification that things that move tend to have brains. And that's absolutely correct. Our nervous system evolved because it is electrical. It's fast, so we can quickly respond to stimuli in the world and move if we need to. But you can go back and push back on a student, and say, "Well, you know, you say that plants don't have brains, but plants do move." Anyone who has grown a plant has noticed that the plant will move and face the sun. But they'll say, "But that's a slow movement. You know, that doesn't count. That could be a chemical process." But what about fast-moving plants?

ngrams of length 2

collocation frequency
action potential 11
venus flytrap 7
action potentials 3

Important Words

  1. absolutely
  2. bit
  3. brain
  4. brains
  5. cat
  6. chemical
  7. classification
  8. classroom
  9. complex
  10. correct
  11. count
  12. describe
  13. dog
  14. electrical
  15. evolved
  16. face
  17. fast
  18. functions
  19. grown
  20. insect
  21. instantly
  22. living
  23. mouse
  24. move
  25. movement
  26. nervous
  27. neuroscience
  28. noticed
  29. plant
  30. plants
  31. process
  32. push
  33. question
  34. quickly
  35. respond
  36. shrub
  37. simple
  38. slow
  39. small
  40. stimuli
  41. student
  42. students
  43. sun
  44. system
  45. tend
  46. thinking
  47. tree
  48. world