—
—
In this video Paul Andersen explains how you can get your students asking more and better scientific questions.
In this video Paul Andersen explains how scientific phenomenon and sensemaking can be used in the science classroom to engage students and drive inquiry.
—
—
Transcript Provided by YouTube:
00:00
hi it’s Paul Andersen and in this video
00:02
I want to talk about asking questions
00:03
how do we get our students asking more
00:05
questions and how do we improve the
00:07
quality of the questions that they’re
00:08
asking this video is one of a set of
00:11
videos on scientific inquiry but asking
00:13
questions is fundamental to that process
00:15
how do we understand and take into
00:18
account the wonder of our students so we
00:19
can help them build knowledge based on
00:21
that now I think asking questions is
00:23
fundamental to what it is to be a human
00:25
this is a picture of me when I was a kid
00:27
asking my mom tons of questions it’s how
00:30
we learn and I’ve learned as a teacher
00:32
it’s important that you listen to the
00:33
questions that your students are asking
00:35
and understanding not only what are they
00:37
asking but how are they asking those
00:39
questions because that wondering is
00:41
really where they’re learning this is a
00:43
quote from mr. Rogers it’s in a song he
00:45
said did you know when you wonder you’re
00:47
learning did you know when you marvel
00:49
you’re learning did you know when you
00:51
wonder you’re learning about wonderful
00:53
marvelous things I have a website called
00:54
the wonder of science and the closest
00:56
thing I have to a motto is don’t kill
00:59
the Wonder I think if we as teachers
01:01
keep answering the questions that
01:03
students ask they’ll eventually quit
01:05
asking those questions and so what I
01:07
found when students asked questions is
01:09
that their wonder is amazing but their
01:11
questions are not always amazing we can
01:13
help them improve the quality of the
01:15
questions that are asking this is a
01:17
phenomena showed in an earlier video you
01:19
asked to you drop two spheres they look
01:21
the same one of them bounces and the
01:23
other one doesn’t I’ve asked this to
01:25
hundreds of kids so I have thousands of
01:27
questions and I started looking through
01:29
those questions looking for patterns and
01:32
what I found is the first word or two or
01:35
three in the question they asked is
01:37
sometimes the most important one if they
01:39
ask a question that starts with is or
01:42
are or what they’re usually asking a
01:45
pattern question they want to know is
01:47
one of the spheres Hollow is it sticky
01:49
these are observational type questions
01:52
it’s just what do they notice however if
01:55
they have a qualifier like is it
01:57
affected by or they ask questions that
01:59
start with how or why then they’re
02:01
trying to get to how does it work these
02:03
are cause and effect or structure and
02:05
function type questions I’ve also found
02:07
that they tend to not ask questions
02:08
related to systems where’s the energy in
02:11
the system go how does the energy
02:13
how does the system remain stable or how
02:15
does the system change over time and we
02:17
can help them start to ask questions
02:19
like that and so I’ve developed a set of
02:22
inquiry cards this would be the question
02:24
one and if you look on the back of it it
02:26
has two things the first thing it has is
02:28
a teaching sequence and the second thing
02:30
it has is a rubric it’s really important
02:32
that you tell kids right away what makes
02:35
a good scientific question the first
02:37
thing a good do scientific question
02:38
should do is address the phenomena it
02:40
helped it should help to explain the
02:42
phenomena that we’re trying to
02:43
understand or if we’re doing engineering
02:45
to better frame the problem that we’re
02:47
trying to solve
02:48
you should next identify the nature of
02:50
the question what type of a question are
02:52
you asking is it one of these
02:54
observational questions is it
02:55
explanatory is it a system question or
02:58
is it an engineering question are you
03:00
asking questions to better frame the
03:01
problem that we’re trying to solve and
03:03
then the third part of a good question
03:05
is it can it be empirically tested can
03:07
we gather data to answer that question
03:09
questions like is it beautiful or is it
03:12
wonderful a lot of those we can’t answer
03:14
those questions in science and so I’ve
03:17
developed a graphic organizer you could
03:19
download it below I like to put them in
03:21
these little dry erase folders so the
03:24
students can start writing their
03:26
questions on it it’s a graphic organizer
03:28
so you should use it at the beginning
03:29
but eventually it should evaporate and
03:31
so when you’re getting kids to ask
03:33
questions you want to start with some
03:35
kind of a phenomena so the one I’m going
03:37
to use in this video is the drinking
03:39
bird it’s a classical toy it’s a
03:41
classical science investigation but most
03:43
people don’t understand how it works and
03:45
in fact Einstein looked at it the first
03:47
time and really couldn’t figure out what
03:48
was going on first thing you want to do
03:50
is give them a phenomena and give them
03:52
time to start asking questions the first
03:54
one will come easy but if it doesn’t
03:56
give them that first question to get
03:58
them started like why do these birds
04:00
keep drinking and then give them time
04:02
and something to look at so they can
04:04
start asking those questions the best
04:06
thing to look at would be the actual
04:08
bird but if you can do that we’ve got a
04:10
video I’ll put a link to this video down
04:12
below of these drinking birds and I want
04:14
you to just start asking questions or
04:16
have your students ask questions it’ll
04:18
take a second for them to get into that
04:20
kind of a mode of wondering this is
04:23
better than just having them observe
04:25
that
04:26
wanna frame that absorb servation in a
04:28
question that you can kind of share with
04:29
someone else and so I would take a
04:31
second if you don’t know how this works
04:33
to write down a bunch of questions that
04:34
you might have or pause the video and
04:36
write down questions you have but I’m
04:38
going to show you what to do with those
04:39
questions once you bring those back
04:41
together
04:41
so first brainstorm those questions I
04:44
would encourage you to have your
04:45
students do that individually and then
04:47
we can start to share those questions
04:48
with other students so these would be
04:50
typical questions that students might
04:51
ask would it work without the cup is
04:53
there a valve under the head first thing
04:56
you want to do is then classify those
04:58
questions remember for it to be a good
04:59
question it should help us understand or
05:02
better explain the phenomenon so to any
05:04
of these questions here help us or don’t
05:07
do any of them not help us understand
05:09
the phenomena I think the last one like
05:11
how much do they cost doesn’t really
05:13
help us understand the phenomena and so
05:15
I would say that’s not a good question I
05:16
think one of the worst thing we can do
05:18
is tell kids any question you ask is a
05:20
good question that’s not true the
05:22
wondering is good but the way the
05:23
question is written might not be that
05:25
great now if you’re really getting
05:27
started on classifying questions I can’t
05:29
recommend the question formulation
05:30
technique enough here’s a website it’s
05:32
called the right question org you can go
05:34
there and they have protocols for asking
05:36
questions what they do is have the kids
05:38
brainstorm questions and then classify
05:40
those questions as either open-ended
05:42
questions or closed-ended question so
05:44
closed any question you could answer
05:46
with a yes or a No or a word or two so
05:49
if we were to go through the questions
05:50
that are asked the first one is an
05:52
open-ended question the second one since
05:54
I could answer it with just a yes or a
05:56
no is a closed-ended question so if we
05:58
go through those questions we can
06:01
classify what type of question you’re
06:03
asking now lots of times students will
06:04
ask me at this point which of the
06:06
questions are better open-ended or
06:07
closed-ended and the answer to that is
06:09
neither sometimes a question can be too
06:13
open-ended like the first one is if it’s
06:15
really going to be hard to test that
06:17
question it’s – won’t been ended but if
06:19
we look at like this one it’s to
06:21
closed-ended like what’s in the cup it’s
06:23
going to be really easy to figure that
06:24
out and it’s probably gonna require me
06:26
to ask that student a follow-up question
06:28
like what do you think is in the cup and
06:30
lots of times they’ll know more than was
06:32
included in the question itself and so
06:34
they might say there’s alcohol in the
06:36
cup or water in the cup that causes them
06:38
evaporation and
06:39
what I would say is can we make that
06:41
closed-ended question an open-ended
06:43
question to improve the quality of the
06:45
question that you’re asking so I I would
06:47
look at the question formulation
06:48
technique they’ve got a lot of resources
06:50
you could look at in asking questions
06:51
but I found in science it’s more
06:54
important to classify those questions
06:55
according to what the cross-cutting
06:57
concept is they’re really seven
06:59
different ways we can wonder in science
07:01
and those are represented by these seven
07:03
different cross-cutting concepts so how
07:04
does it keep drinking that would be a
07:06
cause-and-effect question what about the
07:08
next one would it work without the cup
07:09
that’s looking at cause and effect as
07:11
well is there a valve under the Hat
07:13
that’d be structure and function now
07:15
it’s really easy for me to classify
07:17
these questions according to the
07:19
cross-cutting concept but it wasn’t when
07:21
I started doing this and it’s really the
07:23
only time I as a teacher was able to
07:25
understand the value and what these
07:27
cross-cutting concepts were and so what
07:29
I would encourage you to do is have the
07:30
kids ask a bunch of questions and then
07:32
you try to classify what type of
07:34
questions these are based on the
07:35
cross-cutting concepts and what you’ll
07:37
find is they’re generally just gonna ask
07:39
questions about cause and effect
07:40
structure and function and what are the
07:42
parts of the system itself and so you
07:44
want to then ask questions outside that
07:47
realm so energy and matter what’s an
07:49
energy or matter question you could ask
07:51
well where does the energy come from
07:53
that’s driving these birds that’s a
07:55
fundamental question to why this how
07:57
this phenomena works or maybe scale
07:59
proportion and quantity would this work
08:01
if the birds were 10 meters tall or half
08:04
the size and so each time we ask a new
08:07
question with a new cross-cutting
08:08
concept it allows us to look at that
08:10
phenomena in a different way and so you
08:12
would really aspire to have your kids be
08:15
able to ask questions in each of these
08:16
seven different categories but it’s
08:18
going to take you a while to get to that
08:19
point now once they’ve done that what we
08:21
want to do is look at those questions
08:23
and say are they testable or not so
08:26
could I gather data to actually answer
08:28
those questions a good way to think
08:29
about that is could you hand the
08:31
question with the material the bird and
08:34
the cup to someone and could they gather
08:35
data on that so this first question how
08:38
does it keep drinking I don’t think
08:39
that’s a testable question at this point
08:41
it’s not specific enough whereas the
08:43
next one is and you can go through the
08:45
list and figure out which ones are
08:47
testable which ones are not testable and
08:49
then we can improve the questions to
08:51
make sure that they’re testable so for
08:52
looking at for example this one where
08:54
does the energy driving the bird come
08:56
from that’s not specific enough I
08:58
couldn’t give that question to somebody
08:59
to help them answer and have them kind
09:01
of come up with data and so let me make
09:03
that more specific it could be does the
09:05
energy that drives the fluid of the bird
09:08
come from the momentum of the bird so
09:11
that’s a testable question you’ve almost
09:13
got an independent and a dependent
09:14
variable there and they could come up
09:16
with an investigation based on that and
09:18
so asking questions is one of those
09:20
fundamental parts to do in scientific
09:22
inquiry it’s how we wonder and then next
09:25
thing we’re going to do is start to come
09:26
up with explanations which is how we
09:28
think but when you’re forming those
09:30
questions the most valuable thing you
09:32
could look at would be the cross-cutting
09:33
concepts if you look at the inquiry
09:35
cards on the back of the inquiry cards
09:37
I’ve got a bunch of questions that you
09:40
could ask I’ve also got a bunch of the
09:42
cross-cutting concept cards with
09:44
questions on the back these are all
09:45
framing questions there ways you can
09:47
frame that phenomena in a way that’ll
09:49
make it more understandable but probably
09:51
the most important thing that you do
09:53
with questions is that after you’ve
09:54
improved them is that you value them so
09:57
this is a bulletin board from a
09:59
kindergarten teacher she took all the
10:00
questions that the kids had and they put
10:02
them on a Wonderwall or Sarah English
10:05
she’s a chemistry teacher in New York is
10:07
gonna use this this fall she’s got a
10:08
driving question board and what she’s
10:11
gonna have the kids do is ask their
10:12
questions and then put them on the board
10:14
where they think they fit is it a
10:16
pattern type question is this a cause
10:17
and effect so you’re really making them
10:19
think not only about what are they
10:21
wondering but how are they wondering and
10:23
so that’s asking questions I think it’s
10:25
really important that we give our kids
10:27
practice we give them rubrics and then
10:29
give them time to improve their question
10:31
asking but it’s really the fundamental
10:33
first step to inquiry and I hope that
10:36
was helpful
—
Previously published on YouTube.
—
Photo credit: Screenshot from video.
The post Asking Scientific Questions appeared first on The Good Men Project.
#BozemanScience #Bits&Pieces #PaulAndersen
In this video Paul Andersen explains how you can get your students asking more and better scientific questions.
In this video Paul Andersen explains how scientific phenomenon and sensemaking can be used in the science classroom to engage students and drive inquiry.
—
—
Transcript Provided by YouTube:
00:00
hi it’s Paul Andersen and in this video
00:02
I want to talk about asking questions
00:03
how do we get our students asking more
00:05
questions and how do we improve the
00:07
quality of the questions that they’re
00:08
asking this video is one of a set of
00:11
videos on scientific inquiry but asking
00:13
questions is fundamental to that process
00:15
how do we understand and take into
00:18
account the wonder of our students so we
00:19
can help them build knowledge based on
00:21
that now I think asking questions is
00:23
fundamental to what it is to be a human
00:25
this is a picture of me when I was a kid
00:27
asking my mom tons of questions it’s how
00:30
we learn and I’ve learned as a teacher
00:32
it’s important that you listen to the
00:33
questions that your students are asking
00:35
and understanding not only what are they
00:37
asking but how are they asking those
00:39
questions because that wondering is
00:41
really where they’re learning this is a
00:43
quote from mr. Rogers it’s in a song he
00:45
said did you know when you wonder you’re
00:47
learning did you know when you marvel
00:49
you’re learning did you know when you
00:51
wonder you’re learning about wonderful
00:53
marvelous things I have a website called
00:54
the wonder of science and the closest
00:56
thing I have to a motto is don’t kill
00:59
the Wonder I think if we as teachers
01:01
keep answering the questions that
01:03
students ask they’ll eventually quit
01:05
asking those questions and so what I
01:07
found when students asked questions is
01:09
that their wonder is amazing but their
01:11
questions are not always amazing we can
01:13
help them improve the quality of the
01:15
questions that are asking this is a
01:17
phenomena showed in an earlier video you
01:19
asked to you drop two spheres they look
01:21
the same one of them bounces and the
01:23
other one doesn’t I’ve asked this to
01:25
hundreds of kids so I have thousands of
01:27
questions and I started looking through
01:29
those questions looking for patterns and
01:32
what I found is the first word or two or
01:35
three in the question they asked is
01:37
sometimes the most important one if they
01:39
ask a question that starts with is or
01:42
are or what they’re usually asking a
01:45
pattern question they want to know is
01:47
one of the spheres Hollow is it sticky
01:49
these are observational type questions
01:52
it’s just what do they notice however if
01:55
they have a qualifier like is it
01:57
affected by or they ask questions that
01:59
start with how or why then they’re
02:01
trying to get to how does it work these
02:03
are cause and effect or structure and
02:05
function type questions I’ve also found
02:07
that they tend to not ask questions
02:08
related to systems where’s the energy in
02:11
the system go how does the energy
02:13
how does the system remain stable or how
02:15
does the system change over time and we
02:17
can help them start to ask questions
02:19
like that and so I’ve developed a set of
02:22
inquiry cards this would be the question
02:24
one and if you look on the back of it it
02:26
has two things the first thing it has is
02:28
a teaching sequence and the second thing
02:30
it has is a rubric it’s really important
02:32
that you tell kids right away what makes
02:35
a good scientific question the first
02:37
thing a good do scientific question
02:38
should do is address the phenomena it
02:40
helped it should help to explain the
02:42
phenomena that we’re trying to
02:43
understand or if we’re doing engineering
02:45
to better frame the problem that we’re
02:47
trying to solve
02:48
you should next identify the nature of
02:50
the question what type of a question are
02:52
you asking is it one of these
02:54
observational questions is it
02:55
explanatory is it a system question or
02:58
is it an engineering question are you
03:00
asking questions to better frame the
03:01
problem that we’re trying to solve and
03:03
then the third part of a good question
03:05
is it can it be empirically tested can
03:07
we gather data to answer that question
03:09
questions like is it beautiful or is it
03:12
wonderful a lot of those we can’t answer
03:14
those questions in science and so I’ve
03:17
developed a graphic organizer you could
03:19
download it below I like to put them in
03:21
these little dry erase folders so the
03:24
students can start writing their
03:26
questions on it it’s a graphic organizer
03:28
so you should use it at the beginning
03:29
but eventually it should evaporate and
03:31
so when you’re getting kids to ask
03:33
questions you want to start with some
03:35
kind of a phenomena so the one I’m going
03:37
to use in this video is the drinking
03:39
bird it’s a classical toy it’s a
03:41
classical science investigation but most
03:43
people don’t understand how it works and
03:45
in fact Einstein looked at it the first
03:47
time and really couldn’t figure out what
03:48
was going on first thing you want to do
03:50
is give them a phenomena and give them
03:52
time to start asking questions the first
03:54
one will come easy but if it doesn’t
03:56
give them that first question to get
03:58
them started like why do these birds
04:00
keep drinking and then give them time
04:02
and something to look at so they can
04:04
start asking those questions the best
04:06
thing to look at would be the actual
04:08
bird but if you can do that we’ve got a
04:10
video I’ll put a link to this video down
04:12
below of these drinking birds and I want
04:14
you to just start asking questions or
04:16
have your students ask questions it’ll
04:18
take a second for them to get into that
04:20
kind of a mode of wondering this is
04:23
better than just having them observe
04:25
that
04:26
wanna frame that absorb servation in a
04:28
question that you can kind of share with
04:29
someone else and so I would take a
04:31
second if you don’t know how this works
04:33
to write down a bunch of questions that
04:34
you might have or pause the video and
04:36
write down questions you have but I’m
04:38
going to show you what to do with those
04:39
questions once you bring those back
04:41
together
04:41
so first brainstorm those questions I
04:44
would encourage you to have your
04:45
students do that individually and then
04:47
we can start to share those questions
04:48
with other students so these would be
04:50
typical questions that students might
04:51
ask would it work without the cup is
04:53
there a valve under the head first thing
04:56
you want to do is then classify those
04:58
questions remember for it to be a good
04:59
question it should help us understand or
05:02
better explain the phenomenon so to any
05:04
of these questions here help us or don’t
05:07
do any of them not help us understand
05:09
the phenomena I think the last one like
05:11
how much do they cost doesn’t really
05:13
help us understand the phenomena and so
05:15
I would say that’s not a good question I
05:16
think one of the worst thing we can do
05:18
is tell kids any question you ask is a
05:20
good question that’s not true the
05:22
wondering is good but the way the
05:23
question is written might not be that
05:25
great now if you’re really getting
05:27
started on classifying questions I can’t
05:29
recommend the question formulation
05:30
technique enough here’s a website it’s
05:32
called the right question org you can go
05:34
there and they have protocols for asking
05:36
questions what they do is have the kids
05:38
brainstorm questions and then classify
05:40
those questions as either open-ended
05:42
questions or closed-ended question so
05:44
closed any question you could answer
05:46
with a yes or a No or a word or two so
05:49
if we were to go through the questions
05:50
that are asked the first one is an
05:52
open-ended question the second one since
05:54
I could answer it with just a yes or a
05:56
no is a closed-ended question so if we
05:58
go through those questions we can
06:01
classify what type of question you’re
06:03
asking now lots of times students will
06:04
ask me at this point which of the
06:06
questions are better open-ended or
06:07
closed-ended and the answer to that is
06:09
neither sometimes a question can be too
06:13
open-ended like the first one is if it’s
06:15
really going to be hard to test that
06:17
question it’s – won’t been ended but if
06:19
we look at like this one it’s to
06:21
closed-ended like what’s in the cup it’s
06:23
going to be really easy to figure that
06:24
out and it’s probably gonna require me
06:26
to ask that student a follow-up question
06:28
like what do you think is in the cup and
06:30
lots of times they’ll know more than was
06:32
included in the question itself and so
06:34
they might say there’s alcohol in the
06:36
cup or water in the cup that causes them
06:38
evaporation and
06:39
what I would say is can we make that
06:41
closed-ended question an open-ended
06:43
question to improve the quality of the
06:45
question that you’re asking so I I would
06:47
look at the question formulation
06:48
technique they’ve got a lot of resources
06:50
you could look at in asking questions
06:51
but I found in science it’s more
06:54
important to classify those questions
06:55
according to what the cross-cutting
06:57
concept is they’re really seven
06:59
different ways we can wonder in science
07:01
and those are represented by these seven
07:03
different cross-cutting concepts so how
07:04
does it keep drinking that would be a
07:06
cause-and-effect question what about the
07:08
next one would it work without the cup
07:09
that’s looking at cause and effect as
07:11
well is there a valve under the Hat
07:13
that’d be structure and function now
07:15
it’s really easy for me to classify
07:17
these questions according to the
07:19
cross-cutting concept but it wasn’t when
07:21
I started doing this and it’s really the
07:23
only time I as a teacher was able to
07:25
understand the value and what these
07:27
cross-cutting concepts were and so what
07:29
I would encourage you to do is have the
07:30
kids ask a bunch of questions and then
07:32
you try to classify what type of
07:34
questions these are based on the
07:35
cross-cutting concepts and what you’ll
07:37
find is they’re generally just gonna ask
07:39
questions about cause and effect
07:40
structure and function and what are the
07:42
parts of the system itself and so you
07:44
want to then ask questions outside that
07:47
realm so energy and matter what’s an
07:49
energy or matter question you could ask
07:51
well where does the energy come from
07:53
that’s driving these birds that’s a
07:55
fundamental question to why this how
07:57
this phenomena works or maybe scale
07:59
proportion and quantity would this work
08:01
if the birds were 10 meters tall or half
08:04
the size and so each time we ask a new
08:07
question with a new cross-cutting
08:08
concept it allows us to look at that
08:10
phenomena in a different way and so you
08:12
would really aspire to have your kids be
08:15
able to ask questions in each of these
08:16
seven different categories but it’s
08:18
going to take you a while to get to that
08:19
point now once they’ve done that what we
08:21
want to do is look at those questions
08:23
and say are they testable or not so
08:26
could I gather data to actually answer
08:28
those questions a good way to think
08:29
about that is could you hand the
08:31
question with the material the bird and
08:34
the cup to someone and could they gather
08:35
data on that so this first question how
08:38
does it keep drinking I don’t think
08:39
that’s a testable question at this point
08:41
it’s not specific enough whereas the
08:43
next one is and you can go through the
08:45
list and figure out which ones are
08:47
testable which ones are not testable and
08:49
then we can improve the questions to
08:51
make sure that they’re testable so for
08:52
looking at for example this one where
08:54
does the energy driving the bird come
08:56
from that’s not specific enough I
08:58
couldn’t give that question to somebody
08:59
to help them answer and have them kind
09:01
of come up with data and so let me make
09:03
that more specific it could be does the
09:05
energy that drives the fluid of the bird
09:08
come from the momentum of the bird so
09:11
that’s a testable question you’ve almost
09:13
got an independent and a dependent
09:14
variable there and they could come up
09:16
with an investigation based on that and
09:18
so asking questions is one of those
09:20
fundamental parts to do in scientific
09:22
inquiry it’s how we wonder and then next
09:25
thing we’re going to do is start to come
09:26
up with explanations which is how we
09:28
think but when you’re forming those
09:30
questions the most valuable thing you
09:32
could look at would be the cross-cutting
09:33
concepts if you look at the inquiry
09:35
cards on the back of the inquiry cards
09:37
I’ve got a bunch of questions that you
09:40
could ask I’ve also got a bunch of the
09:42
cross-cutting concept cards with
09:44
questions on the back these are all
09:45
framing questions there ways you can
09:47
frame that phenomena in a way that’ll
09:49
make it more understandable but probably
09:51
the most important thing that you do
09:53
with questions is that after you’ve
09:54
improved them is that you value them so
09:57
this is a bulletin board from a
09:59
kindergarten teacher she took all the
10:00
questions that the kids had and they put
10:02
them on a Wonderwall or Sarah English
10:05
she’s a chemistry teacher in New York is
10:07
gonna use this this fall she’s got a
10:08
driving question board and what she’s
10:11
gonna have the kids do is ask their
10:12
questions and then put them on the board
10:14
where they think they fit is it a
10:16
pattern type question is this a cause
10:17
and effect so you’re really making them
10:19
think not only about what are they
10:21
wondering but how are they wondering and
10:23
so that’s asking questions I think it’s
10:25
really important that we give our kids
10:27
practice we give them rubrics and then
10:29
give them time to improve their question
10:31
asking but it’s really the fundamental
10:33
first step to inquiry and I hope that
10:36
was helpful
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Previously published on YouTube.
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Photo credit: Screenshot from video.
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