The Parable of the Quahog and the Horseshoe Crab

Not so long ago, I spent an afternoon tossing a bucktail into a channel behind West Wildwood.  The sky was steely, a mist was falling, the clouds and the sea merged as one.

While working the beach I stumbled across a couple of the holes we left clamming the day before. A few feet from one of the holes I saw a grand-daddy of a quahog–a huge chowder clam just sitting on the flat exposed by the low tide.

A quahog that big may well rival me in years on this Earth. It didn’t get that large by acting stupid, and there’s hardly enough nervous tissue for clams to get senile. Still, there it was.

I went to pick it up. It resisted.
I went to pick it up again.
It resisted again, as if glued to the beach.

I tugged yet a third time, and the sands shifted–the clam was stuck to the base of an old horseshoe crab, now buried in the sand. Her now kicking legs pushed the sand next to the clam.

A large horseshoe crab may well be 20 to 30 years old.

Basket of clams, gifts from the muck

Here they were, an old horseshoe crab tethered to an even older quahog, waiting for the tide to rise. The quahog, guided by millions of years of instinct, clams up tight at low tide. With the edge of the horseshoe crab wedged along it edge, though, it faced dessication.

I tried to remove the clam again, but dared not pull any harder than I did. I left the two critters there to square their issue with the next full tide.

Some things cannot be anticipated, and some things cannot be fixed.

The gravity of the situation

Dear Elementary School Teacher,

If I tell you that you are literally pulled by the moon, the planets, the stars, you might agree with me if you are into woo-woo and astrology.

If you pride yourself on logic and rationality, you will likely dismiss me as someone into woo-woo and astrology.

But I’m not. (Well, not astrology, anyway.)

Look at the above. m stands for mass. Now I am not clear on just whatever mass means, but I’m pretty sure I’m made of it (m1). I’m also pretty (but not as) sure Jupiter has mass (m2) as well. And if both hold, I am pulling on Jupiter.

Right now.

The same holds true for your students. Let them know this is what the scientists think. Every time a student of yours jumps, the force between them changes for an instant. ‘The universe has been perturbed.

Given that we’re on a spinning planet orbiting the same star that Jupiter swings around I guess the jumping part is unnecessary, but why not give the kids a reason to jump for science.

(No need to introduce the formula yet. Save them something for high school.)

On the atom

Dear Elementary School Teachers,

Young children learn all kinds of nonsense in school, not the least is the composition of atoms using a model from 125 years ago. It’s cute hearing fourth graders talking of protons, and it’s an easy thing to test, but “knowing” about neutrons, protons, and electrons does nothing for a child’s understanding of the universe.

Ernest Rutherford’s atomic musings.

One important part of the atomic model is that everything is made up of tiny interchangeable bits that can be assorted various ways in various states of stability, but that’s for later in high school, if ever.

The other critical point is that these particles are always moving –*always!*–for reasons we cannot fathom.

Pollen grains getting pushed around by water molecules.

Have the kids run around a room screaming “I AM AM MOLECULE I CANNOT STOP MOVING” colliding and a spinning and acting like, well, mindless particles.

It’s why balloons pop, bridges shrink in the cold, why we age, why time itself happens.

And who knows, maybe it will spark the next Rutherford, Curie, or Franklin.

(You can see Brownian motion with a tiny drop of milk in a drop of water focused under a microscope. Amazes me every time….)