//what the board in Schwartz's room says Board: Fair game for Functions Thursday Quiz: *some trig and algebra concepts* and triple integrals Ishaan: Woah I just got trolled by Mr. Schwartz. My life has just reached a low point.
//Bracklinn wearing Ivy's red volleyball jacket with the hood on Ivy: Hey look it's Little Red Riding Hood! Oh Grandma, why is your skin so white? Eric L.: Isn't Bracklinn supposed to ask that to the wolf? Bracklinn: Yes, Eric. And second of all, look at yourself Ivy! You're like whiter than me. Ivy: Oh Grandma, why are you so short? Bracklinn: To make others have a higher self-esteem.
//I forgot the context Eric: ...sí, me gusta el fútbol mucho. Cuadrado: Sí, como un hispano.
//At the jazz concert Eric Shen: Wow, the only people here are like, students from other music classes, parents, and really old people. Misha: What are you talking about? Mr. Paul's here. Eric: Yeah, exactly, really old people.
// ARML Practice Eric Lu: What do time and Guang's hair have in common? They're both up!
//Math Phys '15-'16 //Eric Lu is called to do an AP problem in front of the class, so Schafer reads it Schafer: (very quickly) A frictionless pendulum of length 3 m (mumble) 10 degrees (mumble) displacement, the potential energy (mumble mumble) 10 J. Whatisthe (mumble) kinetic energy (mumble) its potential energy is 5 J? Phew! Eric Lu will now say one word. Eric: B? Schafer: Excellent! You have now received full credit on that problem.
//In Origins, we're sharing the Physics problems we made. Eric Cheung's turn. Donaldson: Eric, what is your problem about? Eric: There's an elephant in a box going down a ramp. Donaldson: Why an elephant? Eric: I just wanted an elephant. It's only 60 grams. //A few minutes later Eric: So, then the elephant goes around the loops. Donaldson: Why loops? You realize the loops don't affect the problem. Eric: I know, I just wanted a loop. So then there's another loop, then... Donaldson: Then four more loops? Eric: No. There are only three loops.
Eric Neyman: "Are you doing any work in ModSim" has about the same truth value as "Is Sachin here."
// Mr. Rose is fuming about missing multiple functions classes and he is now yelling about the kids who are going to AMC for the second time Mr. Rose: Who are you going to listen to, me or Eric Neyman??? You should listen to me; I'm taller than him!
//Unnamed student (henceforth "Student") is giving a practice SRP presentation on people’s ability to distinguish between speaking and singing. //Student finishes presenting; more than half of the class raises their hand. Mike, to Matthew: Sorry, what’s everybody’s question? Matthew: Like, "what exactly did you do, again?" //Questions went on for half an hour. Below are some highlights. -- Harrison: So basically your project is about differentiating between speaking and singing. Do you have an objective definition of singing? Student: Singing is pleasing to the ears. Harrison: But do you have an objective definition? Student: No. Music is subjective. Harrison: Okay, so basically your project is meaningless. //Student calls on someone else. -- Arjuna: Doesn’t perception change with age? Student: Yeah, but age doesn’t really matter. Arjuna: So are you blocking by age? Student: Um... uh... yeah, sure. -- Eric: How many age blocks do you have? Student: Age doesn’t really matter. Eric: But are you blocking by age? Student: Uh, sure. Eric: So you have a sample size of 24, you have two gender blocks, and you have several age blocks. How will you be able to get statistically significant results? //Class laughs. Student: Well, after we have the data, we’ll figure out whether it’s statistically significant. Matthew: But Eric just figured out that it’s not statistically significant. Mike, to Matthew and Eric: Okay, we’ve determined that the whole project is BS. Let’s move on. //Student calls on the next person with a question. -- Sachin: Can you go back to the first slide? //Student goes back to the title slide. //5-second silence Student: So what’s your question? Sachin: Oh, I don’t have one. I just wanted you to go back to that slide. //Later Eric: Wait, why did you ask to go back to the first slide? Sachin: I just wanted to stall. Eric: So there wouldn’t be any more presentations? Sachin: Yeah, and to troll. -- Eric, to Mike: I think his project is not topologically equivalent to Salamano. //Note: Salamano, a character in _The Stranger_, is Eric’s go-to example of something that doesn’t have holes in it. Mike, to Eric: I think his project is topologically equivalent to a sponge. //After 5 seconds. Mike, to Eric: Actually, it’s topologically equivalent to a Sierpinski sponge, because it has no volume. Dennis, to Mike and Eric: If he did a math presentation, he would understand numbers better than anyone since Morris Kline. //Note: making fun of this ridiculous quote at the bottom of the front cover of this book: http://www.amazon.com/Mathematics-Loss-Certainty-Oxford-Paperbacks/dp/0195030850/ref=cm_rdp_product_img -- Ms. Bosse: Did anybody not ask a question yet? -- //This one might not be very accurate. //Kevin frantically waves his hand. Student calls on him. Kevin: You said during your presentation that audio evidence cannot be used in court, but I think that you can in fact use audio recordings in court. Student: Oh, by audio evidence I mean what people say they heard, not actual recordings. Kevin: But what if there’s hearsay? Student: What’s hearsay? //Kevin explains what hearsay is. Student: Oh, but I’m talking about actual recordings.