Quantum Physics for Babies: 1 (Baby University)

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Ferrie’s Newtonian Physics also does this in the use of dark green downward arrows, which represent the downward force of gravity, and the repetition of coloring these arrows and the text “force of gravity” in the dark green throughout the book. children are “born curious, wanting and needing to understand the world around them, wanting to know why, how, and what: the very questions that scientists ask” (5). However, the significance of the books is not in their ability to explain atoms or gravity or Schrodinger’s cat to toddlers. Considering that learning about mass was listed as a goal for kindergarteners in the Virginia Department of Education’s curriculum, it is unlikely younger audiences could be familiar with any of these concepts before experiencing these series. Lupton and Phillips also describe how images can be grouped based on “size, shape, color, proximity, and other factors” as well as how “As a process of separating, grouping serves to break down large, complex objects into smaller, simpler ones” (102).

A very simplified intro to data, computing, and the difference between normal computing and quantum computing.suggests the example of the toddler’s cat hiding in a box and that “until Baby looks in the box, Cat is both asleep and awake” (16).

In Robert Stam’s article “Beyond Fidelity: The Dialogics of Adaptation,” he discusses Gérard Genette’s ideas of transtextuality. If you're looking for the perfect quantum physics gift, quantum physics book, or more Baby University books for your little one, look no further! Both Ferrie’s Newtonian Physics for Babies and Quantum Physics for Babies use a gradual process that starts with one idea and builds on to it with further detail. Written by industry experts, Quantum Computing for Babies is a colorfully simple introduction to the magical world of quantum computers. In Newtonian Physics, the terms include “gravity,” “net force,” “accelerates,” “mass,” “the force of gravity,” and “the force of the ground.Science has a natural appeal to children, to their powers of reasoning and questioning, their intuition and imagination. Abell, former elementary teacher and Professor and Director of the University of Missouri Science Education Center, explains that children’s literature in both “narrative (story based) and expository (informational) forms” can “address many scientific topics” because they can “take children to places that they could not go on their own and allow them to explore natural phenomena that might be too small or take too long to observe directly in the classroom” (54). As an example, according to the Virginia Department of Education’s Science Standards of Learning for kindergarten curriculum, kindergarten students are expected to learn the following introductory concepts: Matter and identifying physical properties of objects (colors, shapes, textures, and size), making observations, learning the five senses and describing sensation, learning about magnetism, identifying solid/liquid/gas, identifying living animals/plants vs.

nonliving objects, learning basic life cycle and needs of plants/animals, understanding shadows, observing basic weather patterns, understanding how things/people can change over time, and learning about recycling (2–33). The fourth condition is met in that the books all make use of a variety of images and artistic design elements to support the linguistic text.On the other hand, even most adults have only a vague knowledge of electron microscopes (the instrument which can visualize atoms), so this inaccuracy is balanced with the need to signify to the target audience that atoms are too small to properly see and thus make obvious that the book is magnifying down to atoms to talk about them. While the target audience’s presumed cognition may grasp the basic narrative, this ending suggests that, while the audience may understand some of the meaning, they are unlikely to fully grasp the concept expressed—supporting the hypothesis that this book functions more as pre-science than truly expository. For the majority of the books, the sentence structure is simplistic: short, direct statements directly associated with the images and using casual vocabulary.

All three books intricately make use of color, shape, and size and a rhetorical approach to group concepts together and to break down large concepts. Thus, this supports the potential of the books as a source of pre-science that instills basic groundwork and scientific thinking. Moreover, such science books can serve another pedagogical purpose in their ability to express scientific ideas in a way to accentuate scientific education.

Spiro’s book only really incorporates the scientific principle at the end, but Ferrie’s books present new words throughout the board books. More Hamburger icon An icon used to represent a menu that can be toggled by interacting with this icon.