{"id":82,"date":"2018-08-09T16:10:00","date_gmt":"2018-08-09T16:10:00","guid":{"rendered":"http:\/\/commons.princeton.edu\/57-tiger-cub\/?p=82"},"modified":"2018-08-15T13:39:01","modified_gmt":"2018-08-15T13:39:01","slug":"thursday-9-april","status":"publish","type":"post","link":"https:\/\/commons.princeton.edu\/57-tiger-cub\/2018\/08\/09\/thursday-9-april\/","title":{"rendered":"Thursday, 9 April"},"content":{"rendered":"
\n

In Last Week’s Lab<\/h4>\n
\n
Samone:\u00a0Fixed the main shaft; worked on the clutch and transmission.<\/div>\n
Devon: found the missing nut for the clutch assembly (connects to the transmission assembly); put together the transmission<\/div>\n
Phil: put the front forks back together and is putting the sleeves back in.\u00a0Just need a spanner wrench to tighten everything next time.<\/div>\n
Mark: encountered computer problems with the CREO software to make the gaskets<\/div>\n
Mikhail: worked on the transmission and clutch, finally found the missing nut and helped put it together.<\/div>\n
Jaime: sandblasted, primed, and used Bando on the oil tank; had to get some of the dents out.\u00a0Next time: use glazing putty to get some of the small depressions out.<\/div>\n
Mary Kate: Finished constructing the bottom end, started on our presentation.<\/div>\n
Colby: (sick last time)<\/div>\n
Max S: worked with Bill Becker on the wheels; put bearings on the front wheel and put the caps on; currently testing\/spinning the wheel on its axel and fine tuning it so that it doesn\u2019t wobble any way as it rotates.<\/div>\n
Max B: tried to put the carburetor that they made onto the Blue Motorcycle (from a previous year), but it wouldn\u2019t start because the Points weren\u2019t functional (this is an easy fix).\u00a0Then tested the Orange motorcycle: tested the bike to see if it would start (it did), then replaced the carburetor, but the springs weren\u2019t the right tightness.<\/div>\n
Francesco: worked on truing the tires with Bill Becker; worked with Phil to put back the fork assembly; took pictures (he\u2019s the photographer)<\/div>\n
Leslie: \u00a0Finished the bottom end, started working on bottom-end project.<\/div>\n
Mun: worked with Max B replacing the carburetors on the previous bikes.\u00a0Will have to work on the springs, and then continue to work on the electrical system.<\/div>\n
Kate: Worked with Mun and Max B on the previous bikes, will continue to work on the electrical system.<\/div>\n
Caitlin: put the brake shoes into the drums, and worked more on the wheels.<\/div>\n
Sydney: Finished the bottom end; had to test previous engines of same model in order to properly line up the timing pinion with the cam, since the timing marker had been rubbed off of our pinion.\u00a0Then started working on the bottom end project.<\/div>\n
<\/div>\n<\/div>\n
\n

ZEN Discussion: Chs 16-18<\/p>\n

\n
\n
<\/div>\n<\/div>\n<\/div>\n
\n
-Chapter 16:<\/div>\n
\u00b7 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 How would a grade-less school system affect students\u2019 effort and learning?<\/div>\n
o \u00a0\u00a0 Phaedrus confirmed what he believed: that the same students would do well in both systems, because the best students are often the most self-motivated, and want to learn for knowledge\u2019s sake, not for the sake of grades.<\/div>\n
o \u00a0\u00a0 A system without grades can be good for people who learn at different rates.\u00a0Some people just take a little longer to understand things; a grade-less system wouldn\u2019t put them under pressure to perform in a way that is not natural to them.<\/div>\n
o \u00a0\u00a0 It would allow people to intellectually explore other subjects (that are not their focus) without consequence.<\/div>\n
o \u00a0\u00a0 This is consistent with how many people come back to school after working for a little while and really developing their own interests; this way, they know what they want to learn and really take advantage of school.<\/div>\n
o \u00a0\u00a0 Going to school for grades is very different from going to school to learn.<\/div>\n
\u00b7 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 On writer\u2019s Block: Phaedrus believes that what most people try to do, when writing, is just imitate<\/div>\n
o \u00a0\u00a0 His exercise for solving his student\u2019s writer\u2019s block: make her write an entire essay on just the front of one store on the mainstreet of Bozeman. This forced her to be creative, and write entirely her own thoughts (because there was nobody\u2019s work she could imitate on the front of this one building).<\/div>\n
o \u00a0\u00a0 Also said: \u201cthe more you look, the more you see<\/i>.\u201d<\/div>\n
-Chapter 17:<\/div>\n
\u00b7 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Do you have a good definition of Quality? What is<\/i> Quality?<\/div>\n
o \u00a0\u00a0 By nature, Quality is not something that can or should<\/i> be defined.<\/div>\n
o \u00a0\u00a0 What Quality specifically is changes depending on what you\u2019re measuring (two sports teams, two essays, etc..) Is it really necessary to define something that changes so much depending on how it\u2019s applied?<\/div>\n
o \u00a0\u00a0 The thing that Phaedrus\u2019s students struggled with was not what is quality<\/i>, but rather, how do you get<\/i> quality? \u00a0(as in, writing their own essays)<\/div>\n
o \u00a0\u00a0 Always be careful when defining terms, because somebody will always try to find counter examples.<\/div>\n
\u00b7 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Phaedrus on Teaching Writing.<\/div>\n
o \u00a0\u00a0 He dislikes teaching writing structures\/traditional writing tools as methods for quality writing.\u00a0<\/i>Rather, he thinks it\u2019s important to realize what it is you\u2019re trying to accomplish.<\/div>\n
\u00a7\u00a0 For example: if you want to accomplish unity in your piece of writing, an outline is a useful tool<\/i> to reach this unity.<\/div>\n
\u00a7\u00a0 It\u2019s important to realize your purpose, then use your tools to achieve that purpose, rather than just using the tools because you were told to do so.<\/div>\n
-Chapter 18:<\/div>\n
\u00b7 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Some More on Quality<\/div>\n
o \u00a0\u00a0 Romanticists and classicists approach it different ways<\/div>\n
\u00a7\u00a0 Romanticists often admire aesthetic quality, and then never question what<\/i> exactly <\/i>it is<\/div>\n
\u00a7\u00a0 Whereas classicists often try to define and overanalyze things.<\/div>\n
\u00b7 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201csubtraction\u201d method to prove Quality exists<\/div>\n
o \u00a0\u00a0 Objective: Prove that a world without Quality would be different than the world we live in now.<\/div>\n
\u00a7\u00a0 He says: that all of society would be \u201csquare,\u201d and look the same, and there would be very little differentiation.<\/div>\n
\u00a7\u00a0 Society without Quality would be very different from the world we live in now, so therefore it must<\/i> exist, even if we cannot define it.<\/div>\n
<\/div>\n
Next week<\/b>: on Tuesday, material specialist Craig Arnold will be talking to us!<\/div>\n
On Thursday, we\u2019ll be all in the Shop, because Professor Littman won\u2019t be here.<\/div>\n
No homework\/readings! J<\/div>\n
<\/div>\n
–SRC<\/div>\n<\/div>\n
\n

Discussion of Zen: Chapters 22-24<\/h4>\n
\n

Quality – a Third horn<\/p>\n

Chapter 22:
\nPoincare – infinite hypotheses bother phaedrus
\nEnd of 19th century, difference in logical systems of space
\nComing scientific revolution – theory of relativity, space\/time no longer absolute
\n“The soberest and most respected of astronomers would be telling mankind that if it looked long enough through a telescope powerful enough, what it would see was the back of its own head!”
\nSpecial relativity – space and time linked
\nMatter and energy are the same
\nAbsolute magnitude – wave\/particle duality; amplitude of wave related to energy packet size, can’t be arbitrarily small<\/p>\n

Difference in geometries: Euclidean vs Riemann (based on curvature)
\nGeometry most useful for describing Earth is non-Euclidean geometry
\nEistein Principle of Equivalence: You cannot distinguish between gravity and acceleration (see the “vomit comet”)
\nNarrator says you can use whichever geometry works best for you at the moment\u00a0 – Phaedrus didn’t know this<\/p>\n

Classic Beauty vs Romantic Beauty: harmony of parts vs “the beauty of appearances which strikes the senses”<\/p>\n

Chapter 23:<\/p>\n

Glass door is entry to coffin – Difference in personalities forms barrier between him and family. Phaedrus is killed via shock therapy<\/p>\n

Chapter 24:<\/p>\n

Quality is the fusion of art and science – almost religious definition
\n“scientific reality” and “the goal of art”
\nmoment of Quality is insular and can’t be thought of in advance
\ntrain as a metaphor for knowledge: classical knowledge breaks train into parts, looks at it in the abstract, but romantic knowledge looks at the “leading edge” of the train in its purpose<\/p>\n

Can remove a screw by burning it out, using a screw extractor, calling a mechanical friend, or drilling it out<\/p>\n

“Stuckness” can be a good thing because you can learn from the failure and learn how to get out of such a situation. This is why mechanics trained in shop can be better than school-trained mechanics<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

In Last Week’s Lab Samone:\u00a0Fixed the main shaft; worked on the clutch and transmission. Devon: found the missing nut for the clutch assembly (connects to the transmission assembly); put together the transmission Phil: put the front forks back together and is putting the sleeves back in.\u00a0Just need a spanner wrench to tighten everything next time. … Continue reading “Thursday, 9 April”<\/span><\/a><\/p>\n","protected":false},"author":6,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[],"class_list":["post-82","post","type-post","status-publish","format-standard","hentry","category-diary"],"_links":{"self":[{"href":"https:\/\/commons.princeton.edu\/57-tiger-cub\/wp-json\/wp\/v2\/posts\/82","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/commons.princeton.edu\/57-tiger-cub\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/commons.princeton.edu\/57-tiger-cub\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/commons.princeton.edu\/57-tiger-cub\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/commons.princeton.edu\/57-tiger-cub\/wp-json\/wp\/v2\/comments?post=82"}],"version-history":[{"count":2,"href":"https:\/\/commons.princeton.edu\/57-tiger-cub\/wp-json\/wp\/v2\/posts\/82\/revisions"}],"predecessor-version":[{"id":84,"href":"https:\/\/commons.princeton.edu\/57-tiger-cub\/wp-json\/wp\/v2\/posts\/82\/revisions\/84"}],"wp:attachment":[{"href":"https:\/\/commons.princeton.edu\/57-tiger-cub\/wp-json\/wp\/v2\/media?parent=82"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/commons.princeton.edu\/57-tiger-cub\/wp-json\/wp\/v2\/categories?post=82"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/commons.princeton.edu\/57-tiger-cub\/wp-json\/wp\/v2\/tags?post=82"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}