Lord Andrei's Blog

I have to admit, this entire post I owe to Pentatonix and especially my personal favourite member Avi Kaplan. And not just because he looks like my son (No, really, follow that link). Though, if not for Avi, I would not have had such an awesome chat with my son tonight.

We were (as is common in our house) watching Pentatonix videos (and some episodes of Superfruit). We watched “Thrift Shop” and I had no choice but to go to Avi doing the line on Helium. I (like many others) thought of the potential horrors of what it’d be like to hear Avi on Sulfur Hexafluoride. For those unfamiliar… most if not all of us know that helium makes us sound like cartoon mice… or Verne Troyer. This is predominantly because Helium is 6 times lighter than air and the air from our lungs as a result travels across our vocal chords differently. Sulfur Hexafluoride (SF6) however is 6 times heavier and effectively has the opposite effect on the voice. It gets lower and almost demonic in sound.

So, we’re looking on YouTube at SF6 videos and Aiden spots one about a Koosh ball in Liquid Nitrogen. So now we are onto Science Part 2.

I take Aiden out to dinner and we talk about the boiling ‘water’ and the exploding Koosh ball.

We talk about Solid, Liquid, and Gas. I really have to credit the science he is learning in school already. He has a good understanding of the three states, their differences, and how they transition. He also explained gas by mentioning the O2, CO2 exchange between animals and plants. (Not in those terms,but he understood the basic idea)… So we talked about Nitrogen being lighter than Oxygen on the periodic chart (yay iPhone app) and steel being lower on the chart. And as a result (for the most part) Lighter elements melt and ‘boil’ at different temperatures. After awhile he asks why water isn’t on the chart and I tell him that water is made up of different elements from the chart. I tell him that there is an Oxygen and that an Oxygen is so “large” that it can fit 2 “Hydrogen”. Much like the Carbon is so big that it can fit 2 Oxygen. (Yes, I am well aware, thank you)… He understands what “Di” means from what we’ve discussed and from the word “DiOxide” I explain that Oxide means that the oxygen is working on something else. (Yeah, I know)… He works out that Water is Dihydrogen-oxide. I am very proud that he understands this. I don’t think he will remember these details for school.

At this point I explain that all of this is Science. The Helium, the voice change, the gluing elements together to make molecules, the Nitrogen and how it can be a liquid and boil so fast and why they HAVE to wear gloves. I tell him that there are SO MANY different sciences. Chemistry, Organic chemistry (anything with Carbon), Physics, Biology, etc. He is gobbling it up. I explain that science is effectively learning and finding rules. We talk about di, and tri, he volunteers tricycle. I explain that I have an automatic quadrocycle. He figures out I mean a car. He points out that he isn’t allowed to drive because he’s too young. (We’ll skip the scary math where he joyously and I terrifyingly realise that at 8 he is half way to driving age) I explain rules. I tell him that the time has gone by quickly and the next eight years will go even more quickly. He doesn’t buy it.

At this point he asks me if I know so much because I am a TimeLord. (Something I purport to him regularly. I love the fact that he doesn’t buy into Santa Clause, but he carefully scrutinises the possibility that I am in fact a TimeLord. (Which between you and me… is in fact true 😉

I explain that of course I am a TimeLord and will demonstrate it for him by controlling time and making it go more quickly. We are at FiveGuys so of course… peanuts. I tell him to carefully watch me. I want him to take in everything I do. I remove a peanut, I carefully shell it, I peel back the paper wrapping around the legume. I pop it in my mouth. He even volunteers that I took a lot of time doing that. I took out 3 more peanuts and put them in front of me. We talk about science some more and how the whole restaurant is filled with science. While we’re talking I eat the 3 peanuts. I don’t rush through it. I ‘take my time.’ As I finish the last one… I interrupt him and show him the pile of shells. He is agog.

“How did you do that so fast?!?!” I explain… TimeLord and I’ll teach it to him when he’s older (as he sure isn’t going to grasp perceptual time as an 8 yr old)

As we head out, he says that he loves being around me because I make things. I know Science. And I answer questions. He says he also loves being around Mommy because I make things out of electronics and she makes things out of paint. (I add: And wire, and boxes, and any other clutter she can find 🙂 I explain to him that there is one thing that she and I made together that I consider the greatest piece of work we have ever made. How we started on it about 9 years ago and finished it just a few months over 8 years ago. We love the work, we look at it every day, we take care of it, we hug it. And with this Aiden realiees I mean him. He said he thought that I was initially talking about something electronic or artistic. I told him, I was.

On the way home he notes that it’s night. I explain that the quickest way from night to morning (when he gets to open his lego advent catalogue) is to sleep. He asks me the ever wonderful question “Why do we dream?” This one I have to improvise on. I explain that the body does not shut down when he sleeps. He takes “body shutting down” to be death. (not entirely wrong). Then I explain autonomic functions. (Breathing, heart beating) Effectively the brain doesn’t sleep. It runs the automatic processes. One of which is to sort thru the whole day. (Yay myelination) I explain that the briain sort of sifts through all the experiences and knowledge and observances like when he sifts thru his lego. Sometimes he gets an idea and scoops a bunch of different pieces together and tries building something but then takes it apart because it wants to move onto something else. He asks why he can’t remember them. I explain that the brain cleans up to make room for the new stuff coming in the next day. “You need more room… so you can get more stuff” – Carlin. I explain that’s why I ask him to clean the room. I even explain that the brain throws things out to make more room. It makes sort of a reference to it, but doesn’t keep the details. He remembers the vacation when we took the picture that’s on my phone home screen. He knows he was a baby, but doesn’t remember anything about his baby pictures. I explain that I don’t remember more than a picture of two from when I was his age. I further it by explaining… I have something like 46 years of stuff in my head. Under my breath I say, “Not ‘like’ 46 years… actually literally 46 years. Sigh. Then we move onto the next question… What about nightmares. He posits that the brain wants to scare the boy and enjoys it. I follow the metaphor with how sometimes the brain finds something it doesn’t understand, or like, or scares it. And it goes into the little structure and you don’t realise how scared you were of it… so it makes for a scary dream.

We get home and he looks at me and asks “How do people make their voices higher and lower?” I tell him, this is a very good question and he should go up and change and I will show him when he comes down. He asks if it’s going to be a video (hopehopehopehope) I say no (awwwww) but I will do it right in front of him. He heads off and I go looking for a rubber band. (Gum band *shiver* for the locals around me) I am unable to find one, but I find string.

Aiden comes down and I show him the string and pluck it. I tighten it and it gets higher. I shorten it, it gets higher. Aiden knows that you breath against your vocal chords to make sound. Now he understands that shorter means higher and stretching means higher as well. The Helium and SF6 make more sense for him as well. I also tie the string into a circle and stretch it like guitar strings. I pluck one and the other vibrates. I also try to demonstrate why singing and speaking on an inhale really don’t work. And then… the coupe on the grass. (sic) I show him the biggest set of vocal chords he has ever seen. I have a huge set in a huge wooden box. I keep 44 pairs of vocal chords. We look into the piano. Aiden notices the short end and the long end. He realizes that the low notes are at the end where the longer strings are. I talk to him about Avi and how his vocal chords are very long and very loose. I explain how stretching your vocal chords in warm ups is like stretching the muscles and loosens you up, so your voice drops. I also explain that since he is growing, so are his vocal chords. And then it’s onto the PeterBradyesque manner that his vocal chords will readjust one year. Likely in about 4-5 years.

By now it’s bed time and I’m enjoying what we talked about…

No… you know.. my thoughts on this kind of a conversation with my son…

“This is freakin’ awesome!”