Gian

There's no cure for Epidermolysis bullosa (EB,) apparently it's a genetic thing. But does anyone know what a cure would look like? Thanks GIAN🙂XXX (science age about 12) https://en.wikipedia.org/wiki/Epidermolysis_bullosa#Pathophysiology

Dear Messrs Exchemist, Studiot & Sethoflagos I've had this from Dr Lorenz, and although it's mostly above my head I think I can follow it enough so I'll use this in my graphic, Lorenz, Ralph D.<Ralph.Lorenz++++++> Gian You’ve almost got it, but strictly it’s like this (I would say your wording ‘heavy organics.. .converted into nitriles’ is not quite correct) UV & electrons break CH4 into bits - CH, CH2, CH3, H Electrons also break N2 into bits N These fragments can recombine (the following equations sum up what could actually be several steps, which may or may not involve excited states, ions/electrons or third molecules that soak up energy, but are simplified for explanation) H + H -> H2 CH + CH -> C2H2 (acetylene) CH3 + CH3 -> C2H6 (ethane) N + CH2 + CH -> C2H3N (acetonitrile) And so on to C6H6 (benzene) and many more complicated hydrocarbons (C,H compounds) and nitriles (C,H,N compounds) The H2 escapes to space. Everything else eventually ends up on the surface Ralph Hope this makes sense to everyone and additional comments appreciated Cheerz GIAN🙂XXX

Thanks, so the CH4 (methane) doesn't change into an an anion, but into CH₃• which is a "methyl radical?"🙂

Thanks, I've also contacted Prof Lorenz, but I wanted everyone here's take too🙂

I've done my own version of a diagram of Titan's hydrological cycle (attached,) the original (also attached) being on p12 of Dr Ralph Lorenz's great book Saturn's Moon Titan: Owners' Workshop Manual. Can anyone take a look and see if I've got it right please? Im particularly concerned about what I've put in the big text box about what happens to methane diffusion when it's hit by UV rays. Looks like H2 and H escape to space, and other components are broken down and fall back to the surface, but I'm not sure. It's for a graphic design project Cheerz GIAN🙂XXX (SCIENCE AGE ABOUT 12)

My original question was; how can assimilation play any role if it's 2 separate species? GIAN 🙂XXX

https://www.sciencedirect.com/science/article/pii/S0277379120302936?via%3Dihub It suggests that "assimilation played only a small role, nevertheless the role was there, but haven't read the whole paper yet GIAN🙂XXX

If we were going to terrafotm Venus, besides cooling her down and giving her a breathsble atmosphere and a magnetic field, I guess we'd need to speed up her incredibly slow rotation to give a 24h day. I've read that this vould be theoretically achieved, if 2 or 3 asteroids about 350km across were fired at Venus in quick succession, presumably from the asteroid belt. But it's difficult to see how such huge bodies could be moved. However if a load of small asteroids with nuclear rocket engines all crashed together at 1 particular point, and at the right trajectories, could the resultant lump of rock and debris then speed towards Venus to do the job? A bit like snooker? Cheerz GIAN🙂XXX (science age 12¾)

It's been suggested that our neanderthal cousins disappeared because they "assimilated" with our remote ancestors within our subspecies, homo sapiens sapiens. Is this right? I assume that means they interbred. If so, how can they be called a separate species? Surely they're the same as us, just a different ethnic group CHEERZ GIAN 🙂XXX (science age 12¾)

For me I think contentment is simply being satisfied (nothing wrong with that.) Happiness is more active; it gives you something.

Depends what you mean by "happy." The way to real happiness is not as it were to be happy, that's quite easy. The way to happiness is to be useful Cheerz GIAN🙂XXX

I've annotated this diagram by Dr Ralph Lorenz about the hydrological cycle on Titan. Does it look right? CHEERZ, GIAN🙂XXX (science age; 12)

I've annotated this diagram by Dr Ralph Lorenz about the hydrological cycle on Titan. Does it look right? CHEERZ, GIAN🙂XXX (science age; 12)

Hi Mr Swansont, Mr Studiot and Mr Exchemist I've done an amended version of the graphic I showed you (re the first bit) Can you all have a look and tell me if it reads ok please? Mr Studiot thanks for the paper you sent me, can't quite fathom it at present but I'm working on it! Thanks GIAN 🙂XXX science age; 12 (pre-gcse)

In his book Saturn's Moon Titan; A Workshop Owner's Manual Dr Ralph Lorenz has a graphic describing Titan's meteorological/ hydrological cycle, and also a chapter. I've attached a scan of the graphic with 3 questions. Can anyone give me a hand with my 3 queries please about methane diffusion, blue and red photons and infrared photons? Re query 1, at the top of the diagram it looks like Methane rises into the atmosphere and then "diffuses" into other chemicals Thanks GIAN🙂 science age 12 (pre-GCSE)

Not quite sure if this is relevant, but St Thomas Aquinas described God not as the creator but actus essendi ; which (I think) translates not as "a being" but "the act of being" or "the act of existence" If so then this is an abstract and I guess doesn't need to be created. It just is.

Don't know if this should be in the PHYSICS section or not I'm a digital animation student. I want to generate a video of what happened inside the passenger cabin of the Boeing 747, The Maid of the Seas (Pan-Am Flight103) when it exploded over Lockerbie Scotland at 31,000ft. What sort of physics would I need to map the event in realtime? 1. I've read that in a few milliseconds the explosion in the hold punched a 20" hole in the fuselage. This would cause an almost instant decompression of air exiting through the hole. Wikipedia says 0.1-0.5 seconds. Mathematically, how do I calculate exactly how fast in microseconds? 2.There are vents lining the cabin walls of an airliner (dado vents, image attached) which open to the hold in the event of a decompression in the hold, to prevent the floor collapsing. The investigators say the bomb did not disrupt the cabin floor. In the first few milliseconds, presumably everything in the cabin not tied down and above a certain weight would have flown towards the vents with the speed of debris from a grenade going off, but as an implosion. Is this right? 3. How to I work out how fast unsecured objects would fly towards the vents in the implosion? Could it carry a human being not strapped in his seat? In the video simulation attached it looks like it would be 4. Would the speed of objects carried by the implosion vary according to weight? 5. How would I work out if the implosion would be powerful enough to tear passenger seats from their moorings and towards the implosion? I guess I'll need among other things I'd need the air density of air at 31,000ft, the air density and volume inside the cabin and the number and size of the dado vents. This is about just in the first few milliseconds (I'll get to the physics of what happened when the fuselage broke apart later) Meanwhile I'm searching the net. Any ideas? Can you point me to anything I can read? Any guidance gratefully received Cheerz GIAN🙂XXX DECOMPRESSION SIMULATION: https://youtu.be/EHGBQINW0B0 DADO VENT:

The BBC's GCSE Chemistry page says there are eight 8 groups in the Periodic Table; 1-7, plus 0 (noble gases?) But there are ten columns between 2 and 3 with no number: https://www.bbc.co.uk/bitesize/articles/zptfn9q#zkn27yc However, other versions of the Table like this one from the The Royal Society of Chemistry show 18, eighteen groups. What's going on?? https://www.rsc.org/periodic-table I should emphasise that age 32 I'm pre-GCSE level so my science age is about 12½ please keep answers as simple as possible Cheerz GCSE GIAN😊XXX science age 12½

Thanks, will do! "GCSE GIAN" 🙂XXX science education age about 12½

Hi Gents, I'm not studying GCSE science (yet) but what I mean is I'm at about that level. But I've started using the GCSE syllabus as a guide, which I think is a sensible place to start. Although I also can't help looking at A level stuff, and stuff written by Prof Brian Cox et al. It's easy to get disheartened with stuff that's way over my head. I don't think I'm going to get this quantum "spin thing" at this stage, but I've just gotta tell myself I will get it one day However I think I'm getting on well with the structure of the atom, elements, compounds, molecules and mixtures. About to move onto ionic bonds covalent bonds. Thanks for all the input cheerz "GCSE GIAN" 🙂XXX science education age about 12½

So what is a "magnetic moment?" cheerz GIAN🙂XXX science education age about 12½

Thanks guys, well I don't think I'm going to get it this time, other than it sounds like it's like potential energy, wrapped up in the electron. I'm still at GCSE level maths and physics and quantum theory doesn't seem to come into it at this stage. Maybe it will become clearer when I've done a lot more stuff first. cheerz GIAN🙂XXX science education age about 12½

Thanks Mr Exchemist! I've just printed your reply and I'll get back to you as soon as I've digested it (or not lol) Cheerz GIAN🙂XXX science education age about 12½

Can't get my head around this. "Spin is the intrinsic angular momentum of particles. Spin is given in units of ħ which is the quantum unit of angular momentum where ħ = h/2π = 6.58x10-25 GeV s = 1.05x10-34 J s" At this stage I just want to know; 1 When it says "spin" is the "angular momentum," does it mean the speed that these particles (Fermions and Bosons?) rotate at, or what? 2. What's the h in the equation h/2π = 6.58x10-25 ?? 3. Is the funny symbol ħ to do with something called the planck constant? Cheerz GIAN🙂XXX science education age about 12½