//Talking about using Laplace vs. Eigen for solving systems of differential equations Schwartz: If you're not busy 6th, 8th or 9th, you can stop by to learn [Eigen methods for systems of diffeqs]. Mike: If you're not busy 6th, 8th, AND 9th, you can do it with Laplace.
//Physics team meeting Mike: So say you have a solar system. Victor: That's like a pretty big system! Mike: But not as big as your mom!
//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.
//In Analysis II, while listing ways to solve a given differential equation Cathy: We can always do guess and check. Schwartz: Yeah! We can all be Mike for today. Mike: Woah. Mike does NOT check.
//Pd. 7 Schafer quantum. The Heisenberg Uncertainty Principle was covered during the previous class. //Mike leaves the room right before pd. 7 starts to look for his backpack. Schafer doesn't realize this. //1 minute into class: Schafer: Wait, where's Mike? Eric: He went to look for his backpack. //Mike comes back without a backpack. Schafer: Where'd you go? Mike: I went to look for my backpack and I still don't know where it is. Naeem: Wait, isn't it right there? [Points to backpack.] Mike: Oh yeah, thanks. Student: That's like Brownian motion. Schafer: How is it like Brownian motion? Mike: Wait, no. It's like the Heisenberg Uncertainty Principle. I knew _exactly_ what its momentum was, so I didn't know where it was. Schafer: Yeah, true. He knew _exactly_ how fast it was going, so he couldn't have had any idea where it was. //A few minutes later, Schafer calls on Mike to explain something. The tables in the classroom are unusually arranged, so Mike can't get to the front of the room. Schafer: Yep, I set up these tables like that _just_ so you couldn't get to the front of the room. //Mike succeeds in getting to the front of the room. Mike: Oh yeah? Well I just thwarted your plans! //Schafer throws Mike a marker, but throws it badly intentionally, that way Mike can't catch it. Mike doesn't come close to catching it. Schafer: Ha! What now‽ Mike: To be fair, I knew exactly how fast the marker was travelling.
Mike: I don't understand why people credit Diocletian with ending the Crisis of the Third Century. He divided the empire in two, which, if you do the math, actually made it _less_ unified.
At Physics Team, doing dimensional analyis Mike: By the way, what does atan(1 meter) equal? \\Various people are confused, come up with answers Mike: It equals 'You're a moron, atan only takes dimensionless quantities'.
//Discussing work involved with two methods of removing vomit from a conic vase (by scooping off the top, and by using a hose extended to the bottom to suck). Bendeguz: But why would you ever want to use a hose if in real life it would be more work? Mike: It's harder to build a machine that scoops than it is to make a hose. Bendeguz: You could just use a hose for the top layer, and keep lowering it. Mike: Maybe, but I have learned in POE that it does not take much work for a machine to suck.
//Talking about hashing in Analysis of Algorithms //Dvorsky is reviewing that the 2 goals of hashing are having O(1) retrieval and minimizing collisions Dvorsky: So what's your goal of hashing? Mike: To make Ms. Dvorsky's life easier.
Mike: There are libraries, but are there any truthbraries? Eric: There is a Lie Algebra, but is there any Truth Algebra? Mike: Yes, Boolean Algebra.