{"id":484,"date":"2021-02-01T11:58:59","date_gmt":"2021-02-01T16:58:59","guid":{"rendered":"https:\/\/commons.princeton.edu\/63-3-tiger-cub\/?page_id=484"},"modified":"2021-04-28T16:49:07","modified_gmt":"2021-04-28T20:49:07","slug":"diary","status":"publish","type":"page","link":"https:\/\/commons.princeton.edu\/63-3-tiger-cub\/diary\/","title":{"rendered":"Diary"},"content":{"rendered":"<h1>Meeting 01: February 1st, 2021<\/h1>\n<p>Written by <strong>Tejas Gupta<\/strong><\/p>\n<ul>\n<li>Introductions of course staff and students<\/li>\n<li>Fusion 360 Quick Demo: <span style=\"color: #ff0000\">download <a style=\"color: #ff0000\" href=\"https:\/\/www.autodesk.com\/campaigns\/education\/student-design\">here<\/a><\/span><\/li>\n<li>Readings:\n<ul>\n<li>1\/2: <em>Zen and the Art of Motorcycle Design<\/em> <span style=\"color: #999999\">(more philosophy based)<\/span><\/li>\n<li>2\/2: <em>Shop Class as Soulcraft<\/em> <span style=\"color: #999999\">(more economics based)<\/span><\/li>\n<\/ul>\n<\/li>\n<li><strong>Homework:\u00a0<\/strong><span style=\"color: #ff0000\">Introduction and Chapters 1 and 2<\/span> of <em>Zen and the Art of Motorcycle Design<\/em> due <span style=\"color: #ff0000\">Wednesday (02-03-2021)<\/span><\/li>\n<li>Each precept will mainly be focused on the readings with a student precept leader<\/li>\n<li>Labs:\n<ul>\n<li>Students will be placed in groups with a staff leader who will act as the hands in the lab with students advising virtually\n<ul>\n<li><span style=\"color: #ff0000\"><em><strong>Groups TBD<\/strong><\/em><\/span><\/li>\n<\/ul>\n<\/li>\n<li>Labs can be viewed and controlled via remote camera software<\/li>\n<li>Work on repairing the bikes that were WIP from last year<\/li>\n<li>Students (on campus) will build CNC mills and 3D printers in dorm rooms and transported to Andlinger Center\u00a0for Energy and the Environment\n<ul>\n<li><span style=\"color: #ff0000\"><em><strong>Logistics TBD<\/strong><\/em><\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h1>Meeting 02: February 3rd, 2021<\/h1>\n<p>Written by <strong>Tejas Gupta<\/strong><\/p>\n<ul>\n<li><strong>Homework:\u00a0<\/strong><span style=\"color: #ff0000\">Finish Part I<span style=\"color: #000000\"> of\u00a0<em>Zen and the Art of Motorcycle Design<\/em> due\u00a0Monday (02-08-2021)<\/span><\/span>\n<ul>\n<li>Goal: Finish <em>Zen and the Art of Motorcycle Design\u00a0<\/em>by the middle of the course<\/li>\n<\/ul>\n<\/li>\n<li>Introduction of ZAMD (led by Alex):\n<ul>\n<li>Wrote introduction to correct 2 mistakes: the mistranslation of a character and he wrote it in first-person narrative<\/li>\n<li>Preview for later: the font changes and the narrator has a split personality<\/li>\n<\/ul>\n<\/li>\n<li>Chapter 1 (led by Tejas):\n<ul>\n<li>begins with the narrator riding his bike in the back roads of the American heartland<\/li>\n<li>tension between maintaining one&#8217;s bike themselves versus using a mechanic\n<ul>\n<li>being able to fix yourself when no mechanic is available is important<\/li>\n<li>don&#8217;t let the motorcycle be a blackbox<\/li>\n<li>analogy to the faucet \u2013 able to live with a leaky faucet if not knowing how to do something \u2013 against technology<\/li>\n<li>beauty of doing it yourself and giving some personal care; seeing beauty where others don&#8217;t see<\/li>\n<\/ul>\n<\/li>\n<li>technologists and the system\n<ul>\n<li>the other couple desires this escape from technology but the narrator argues that even in fixing a motorcycle and in the technology, that peace can be found<\/li>\n<li>finds fault in both the system and the movements away from the system<\/li>\n<\/ul>\n<\/li>\n<li>hidden beauty:\n<ul>\n<li>back country versus highway<\/li>\n<li>motorcycle versus car: seeing out of a car is like watching a TV screen instead of seeing the environment<\/li>\n<\/ul>\n<\/li>\n<li>relationship between the narrator and John and Silvia:\u00a0<strong>mutual understanding of enjoying riding<\/strong>\n<ul>\n<li>difference in priorities: escape from technology versus appreciating the beauty<\/li>\n<li>talking at each other rather than with each other<\/li>\n<li>lets John figure out his problems even though he knows better<\/li>\n<\/ul>\n<\/li>\n<li>Chautauquas \u2013 old-timey TED talks<\/li>\n<li><span style=\"color: #ff6600\"><strong>motorcycle references:<\/strong><\/span>\n<ul>\n<li>choke \u2013 a control valve for letting air into the carburetor (which mixes the air and the fuel)\n<ul>\n<li>choking an engine is preventing the air into the engine, letting in too much fuel (esp. when it&#8217;s hot)<\/li>\n<li>flooded \u2013 letting in too much fuel and wetting the spark plugs (fix by waiting an hour or pulling out the spark plugs and letting them dry)<\/li>\n<\/ul>\n<\/li>\n<li>bank into a turn \u2013 lean into a turn; otherwise, you&#8217;d flip over<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Chapter 2 (led by Alison):\n<ul>\n<li>Small problems can result in disastrous consequences<\/li>\n<li>Mechanics, due to their view of maintenance as a job, makes them detached and more prone to make mistakes<\/li>\n<li><span style=\"color: #ff6600\"><strong>motorcycle references:<\/strong><\/span>\n<ul>\n<li>seizure \u2013 a hot piston expands and is unable to transmit the energy, so the oil usually transfers the heat<\/li>\n<li>tappet \u2013 the end of the push rod that translates the cam&#8217;s rotation to opening and closing the intake and exhaust valves;<\/li>\n<li>points \u2013 electrical switch in the combustion process that can wear out<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Labs:\n<ul>\n<li>Jon &#8211; overview of motor and preparation for assembling the partially finished motor from last year<\/li>\n<li>Tao &#8211; dissasembling and analyzing the Cub that was worked on last year &#8211; it doesn&#8217;t turn over or shift<\/li>\n<li>Prof. <span class=\"il\">Littman<\/span> &#8211; front fork preparation for assembly<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h1>Meeting 03: February 8th, 2021<\/h1>\n<p>Written by <strong>Amber Chow<\/strong><\/p>\n<ul>\n<li><strong>Homework:\u00a0<\/strong>Ch 6, 7, 8 of <em>Zen and the Art of Motorcycle Maintenance<\/em><\/li>\n<li>Housekeeping and People Updates\n<ul>\n<li>Welcome Cordi! Prospective econ major from Oxford (England) who is on the women&#8217;s crew team<\/li>\n<li>Lab groupings (see group objectives above):\n<ul>\n<li>Jon Prevost&#8217;s Group (1): Sarah, Tejas, Katherine, Alan, Max<\/li>\n<li>Tao&#8217;s Group (2): Jonathan, Alex, Louis, Hannah<\/li>\n<li>Prof. Littman&#8217;s Group (3): Amber, Cordi, Alison, Brandon, Victoria<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Lab summary:\n<ul>\n<li>John&#8217;s Group: engine and how it works, four strokes, disassembled the engine to look at the four strokes<\/li>\n<li>Tao and Prof. Littman: made a model name tag in Fusion 360, trouble shooting: pulled out the spark plug<\/li>\n<\/ul>\n<\/li>\n<li>Proposal for Increased Student Involvement:\n<ul>\n<li>Team (shared roles) vs crew (specialized roles) -&gt; crew approach\n<ul>\n<li>parts manual<\/li>\n<li>research manual<\/li>\n<li>ebay<\/li>\n<li>&#8230;etc<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Reading Precept\n<ul>\n<li>\u00a0Recommendation from Matt (FRS106 alum): Engage with the books!!<\/li>\n<li>Ch3 (Led by Louis)\n<ul>\n<li><span style=\"color: #ff6600\"><strong>Motorcycle References:<\/strong><\/span>\n<ul>\n<li>Speedometer: speed in mph (miles per hour). A cable directly attached to crankshaft (rear wheel) has a spinning\u00a0centerpiece with a magnet by a metal plate plate and a needle<\/li>\n<li>tachometer: &#8220;acceleration&#8221; in rpm (rotation per minute) revolutions per minute of the engine (speed the crank shaft is turning 2:1 between piston and crank). Similar mechanism to speedometer.\n<ul>\n<li>Speedometer and Tach will be the same if in gear (no clutch in). Wind might cause the speed to bounce.<\/li>\n<\/ul>\n<\/li>\n<li>Wet roads &#8211; oil on the road can cause slippage. Cyclists will be on the edge where the sides are higher and the oil on the road is less<\/li>\n<li>Head down to decrease air resistance<\/li>\n<li>&#8220;open up the throttle&#8221; gassing it, release more air and more fuel to make it go faster<\/li>\n<li>headlights for visibility, get a reflection to grab drivers attention (daylights are most common)<\/li>\n<\/ul>\n<\/li>\n<li>Content!\n<ul>\n<li>Real vs not real: ghosts are as real as science (ie. gravity) ?\n<ul>\n<li>constructs, concepts, principles; consciousness &#8211; the mind is a ghost<\/li>\n<\/ul>\n<\/li>\n<li>Phaedrus: knows the roads, no new ideas<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Ch4 (Led by Victoria)\n<ul>\n<li><span style=\"color: #ff6600\"><strong>Motorcycle References:<\/strong><\/span>\n<ul>\n<li>Bubble: shield over older helmets. (modern helmets have chin guards and visors so totally unnecessary)<\/li>\n<li>Motorcycle boots: stiffer protections on ankle so if a car breezes by it wont shatter your ankle<\/li>\n<li>Test lamp: continuity tester for current through a wire<\/li>\n<li>Virtual show and tell: socket wrench, spanner wrench, box wrench, impact wrench, tire irons, machinists hammer feeler gauge (set the tolerances), points, chain, master link<\/li>\n<li>Bailing wire: wire for bales of hay (stiff)<\/li>\n<li>Motorcycles definitely have their own personality \ud83d\ude42<\/li>\n<li>High mileage really depends on what it was designed for. Most wear out about 4 times faster than cars: i.e. 100k is a LOT.\n<ul>\n<li>This is because:\n<ul>\n<li>2 wheels, performance oriented loses durability, faster and lighter for maneuverability, gas mileage (efficient) but design is less stable, engine is small and heavy horsepower -&gt; piston rings and cylinder board wear out quickly<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Content!\n<ul>\n<li>Farmers: gratitude, and the need\/appreciation of technology<\/li>\n<li>A very difficult read: careful read, deeper rather than greater breadth, scrupulous<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Ch5 (Led by Jonathan)\n<ul>\n<li><span style=\"color: #ff6600\"><strong>Motorcycle References<\/strong><\/span>\n<ul>\n<li>shim: aluminum is a great material, its soft, its a filler\n<ul>\n<li>The clamp that hold the handlebar has a stop with an inner\/outer radius. The inner is larger than the outer part if clamped. If there is a gap, you will add stress on the bolt without fixing the problem. The shim is putting in some filler (like wrapping tape around it).<\/li>\n<\/ul>\n<\/li>\n<li>Tolerance: how tight the tolerance are. plus or minus how much leeway before you break the thing. What is good enough? For tight tolerances are reliable. On a tight tolerance if over-clamp you will crush it and cause it to buckle. (torque wrenches &#8211; looking forward),<\/li>\n<\/ul>\n<\/li>\n<li>Content!\n<ul>\n<li>John cares about appearances application<\/li>\n<li>John cares about maintenance but views it differently &#8211; respect, communicating with the machine vs black box<\/li>\n<li>In what way is the shim real and concrete and how does it represent an idea of potential &#8211; assigned role<\/li>\n<li>Art vs science<\/li>\n<li>Chris has mental issues<\/li>\n<li>Evil spirt of Phaedrus &#8211;\u00a0 brought back through shock therapy<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h1>Meeting 04: February 10th, 2021<\/h1>\n<ul>\n<li><strong>Homework:\u00a0<\/strong>Ch 8, 9, 10 of <em>Zen and the Art of Motorcycle Maintenance<\/em><\/li>\n<li>Lab Summary:\n<ul>\n<li>\u00a0Jon&#8217;s group: How a engine works &#8211; gears, neutral, gearshift, clutch, inner sprocket and chain<\/li>\n<li>Tao&#8217;s group: Getting the cover to the transmission\u00a0 off to see why the kick starter wasn&#8217;t working<\/li>\n<li>Prof. Littman&#8217;s group: Assigned research roles, removed a cap with a strap wrench from the fork (cap originally put on so paint doesn&#8217;t get inside during powder coating)<\/li>\n<\/ul>\n<\/li>\n<li>K&#8217;NEX engine model: 4 stroke engine\n<ul>\n<li>crankshaft, dead center, fire spark plug, power stroke, exhaust stroke, pistons, gears<\/li>\n<li>Intake (1), compression (2), power (3), exhaust (4)<\/li>\n<\/ul>\n<\/li>\n<li>Reading Precept\n<ul>\n<li>Ch6 (led by Katherine)\n<ul>\n<li><span style=\"color: #ff6600\"><strong>Motorcycle References<\/strong><\/span>\n<ul>\n<li>chain adjustment at rear axle (image indication)<\/li>\n<li>bluing of the exhaust pipe -&gt; when hot<\/li>\n<li>flywheel: high rotational inertia, keeps engine turning even when not adding energy (with less pistons = more important)<\/li>\n<li>alternator: AC electricity using magnets<\/li>\n<li>rectifier: lets current go in one direction (1 way valve) lets alternator charge the battery<\/li>\n<li>high voltage coil: electromagnetic transformer, step up the voltage &#8211; 10k Volts for spark plugs<\/li>\n<li>spark plugs: gap so high voltage creates spark<\/li>\n<li>feedback system (usually not called that):\n<ul>\n<li>valves = cam\/cam follower, oblong so long part pushes up valve with a rod as it spins<\/li>\n<li>distributor: distributes spark to different plugs (antique ignition system for only one coil but multiple cylinders)<\/li>\n<\/ul>\n<\/li>\n<li>fender = metal cover on wheel,<\/li>\n<li>control lever: perches, hand brake, clutch\n<ul>\n<li>drum brakes, disk brakes (caliper grabs) in the wheel hub<\/li>\n<\/ul>\n<\/li>\n<li>cotter pin: pulley on a shaft so it doesn&#8217;t spin off<\/li>\n<\/ul>\n<\/li>\n<li>Content!\n<ul>\n<li>Phaedrus: respect, idealism &#8211; admiration vs distain<\/li>\n<li>Romantic vs classical &#8211; non-exclusive? Which are you? situational?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Ch7 (Led by Hannah)\n<ul>\n<li><span style=\"color: #ff6600\"><strong>Motorcycle References<\/strong><\/span>\n<ul>\n<li>Knick-knacking from overheating &#8211; thermal expansion (tappets get looser when heating)<\/li>\n<li>lubricate: roller chains get on and off sprocket if gets dirt it&#8217;ll wear<\/li>\n<li>lubricant on the outside to cool it off via evaporation<\/li>\n<li>wear also related to heat and weight distribution<\/li>\n<li>replace the tires with tire irons and pneumatic tubes (upscaled bike), inner tube,&#8230;<\/li>\n<li>chains slacken over time<\/li>\n<\/ul>\n<\/li>\n<li>Content!\n<ul>\n<li>The binary of art vs science<\/li>\n<li>The observer needs to be part of the landscape<\/li>\n<li>Phaedrus and shock therapy: committed for schizophrenia<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h1>Meeting 05: February 15th, 2021<\/h1>\n<p>Written by\u00a0<strong>Jonathan Lin<\/strong><\/p>\n<ul>\n<li><b>Homework:<\/b><span style=\"font-weight: 400\"> Ch 11, 12, 13<\/span><\/li>\n<li><span style=\"font-weight: 400\">Lab Summary:<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Jon\u2019s group:<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Looked at how transmission shifts gears with the quadrant plate<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Talked about the clutch<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tao\u2019s group:<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Took off the cover of the timing assembly (on the right side of the motorcycle)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Saw the internals of the kickstart<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Professor Littman\u2019s group:<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Looked at the front fork and steering assembly<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Detached a cup where the ball bearings are supposed to go<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Called the \u201crace\u201d and the \u201ccone\u201d<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Consists of 15 balls (30 total split between an upper and a lower)<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">Prof. Littman\u2019s demo:<\/span>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Octane (C8H18)<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Burns with the oxygen in the air to form carbon dioxide and water vapor<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Flame temperature is typically 2000 degrees Kelvin<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Pressure in the chamber rises to approximately 100 psi<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Demonstration used ping pong ball to represent piston<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Brought gases together and ignited them, causing a rapid increase in pressure that launched the ping pong ball<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">Chapter 8 (led by Victoria)<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"color: #ff6600\"><strong>Motorcycle References:<\/strong><\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tappets<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Cam lobes engage with the tappets, which push the push-rods<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Jets<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Help to dictate how much fuel gets in<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Jets can get plugged if too dirty, making motorcycle impossible to start<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Spark plugs looked black due to carbon foul (covered by too much soot)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Connecting rod<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Piston attaches to the flywheel through the connecting rod<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Content<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Parts vs. concepts<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Contains vs. causes<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The system<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Narrator points out how the system exists, but it is difficult to find an identifiable \u201cvillain\u201d<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The narrator discovers that the change in elevation has caused the engine to run rich<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Due to the fact that air pressure is lower and there is less oxygen in the air<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Chapter 9 (led by Alison)<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"color: #ff6600\"><strong>Motorcycle References:<\/strong><\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Engine misfires<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Used by the narrator as an example to explain inductive reasoning<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Using the scientific method to diagnose motorcycle malfunctions<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Content<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The narrator delves deeply into the scientific method<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Having a good statement of the problem and hypothesis are critical to properly conducting the experiment<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">\u201cThe real purpose of scientific method is to make sure Nature hasn\u2019t misled you into thinking you know something you don\u2019t actually know.\u201d<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Chapter 10 (led by Brandon)<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">No major motorcycle references<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Content<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Phaedrus was pursuing the spirit of rationality, encounters a perceived crisis in the scientific method that disheartens him and causes an identity crisis<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Einstein\u2019s quote that scientific truth is simply what is proven itself superior at any given moment in time<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Phaedrus is bothered by the fact that truth is a function of time<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Phaedrus believes that the increased intensity of scientific inquiry is causing chaos and instability of scientific truth<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h1>Meeting 06: February 17th, 2021<\/h1>\n<p>Written by\u00a0<strong>Jonathan Lin<\/strong><\/p>\n<ul>\n<li><b>Homework: <\/b><span style=\"font-weight: 400\">Ch 14, 15, 16<\/span>\n<ul>\n<li><span style=\"font-weight: 400\">Also, assign CNC mill and 3D printer to group members; email Michael Galvin when ready to pick-up<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">Report of last class\u2019 lab:<\/span>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Examined pressure and power output graph<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Learned about piston head positions (top dead center, etc\u2026)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Took off timing cover<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">Technical demonstration<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">From given technical data, the top speed of the motorcycle (when in highest gear), is 63.4 mph<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Chapter 11 (led by Sarah)<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Content<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Phaedrus moves to philosophy, which he views as a sort of \u201chigher\u201d thought process over the scientific method<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Increasing in elevation as he delves into deeper ideas<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Discussion over differences in Hume and Kant<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Hume\u2019s perspective of a motorcycle is purely based on sensory data<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Kant argues that people have an a priori perception of things<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The subtle change of the motorcycle as it wears<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Chapter 12 (led by Amber)<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Content<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Narrator doesn\u2019t like to view John and Sylvia as characters like in a novel<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Narrator is meeting back up with DeWeese<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">He is worried because he has never been able to read DeWeese<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">DeWeese only knows the narrator as Phaedrus<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Chapter 13 (led by Victoria)<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Content<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Phaedrus makes \u201cChurch of Reason\u201d argument<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Separation between the real university and the second university<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A setting for rational thought and learning vs. a physical place<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Phaedrus attempts to spread this faith in reason, despite his own doubt in his faith<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h1>Meeting 07: February 22th, 2021<\/h1>\n<p>Written by\u00a0<strong>Alison Lee<\/strong><\/p>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">3D Printer\/CNC Mill Update<\/span><\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400\">Reach out to Mr. Galvin (mgalvin@princeton.edu) once you\u2019ve completed the training to organize the receival of your machine. Remember you can only have it for three weeks<\/span><\/li>\n<li><span style=\"font-weight: 400\">Get started soon! If you have any problems, reach out to Mr. Galvin<\/span><\/li>\n<li><span style=\"font-weight: 400\">Make a Lego brick if you haven\u2019t already &#8211; Professor Littman will create page named \u2018Lego\u2019 where you can post your design<\/span><\/li>\n<li><span style=\"font-weight: 400\">Remote students will keep their machines; in-person students will do a lottery for the machines<\/span><\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">Midterm Grades and Other Notes<\/span><\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Part will be on participation in class discussions, your scribe work, and your Lego posting<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Make your Lego motorcycle and post a picture of it!<\/span><\/li>\n<li>We will read Chapters 16, 17, and 18 for Wednesday<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">Lab Updates (last Wednesday)<\/span><\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Jonathan Prevost spent lots of time scrubbing surfaces, getting all compound off of the cover, polished it with Scotch Brite to get gouges out, and now it\u2019s ready to get compound on it to be put back together<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Reminder: you have to be patient with motorcycle maintenance. Do not rush! Take your time and read the manual.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Group 3 &#8211; working on the race and cone for the steering, and cleaning it with emery paper.\u00a0<\/span><\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">Chapter 14 (Alex Moosbrugger):<\/span><\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Main theme: difference between technology and art<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Development from motorcycle journey to a stationary place (their destination, the school)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Story becomes more dialogue-based<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Introduction of new characters &#8211; people who Phaedrus worked with: DeWeeses, sculptor, English professor<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Close reading of DeWeese being a \u201cimage\u201d &#8211; the narrator is rediscovering himself and needs to re-get to know the people he used to know<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The narrative gives more humanity to the Chautauqua and his theories<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">He\u2019s obsessed with creating new types of knowledge, like Newton did with calculus<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">His casual use of keywords like Reason without explaining, which is off-putting at times<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Remember what he wrote in the beginning &#8211; who is really real and remember the limitations of the first-person narrator<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Prof. Littman recommends: The Principles of Art by Collingwood<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">C<span style=\"text-decoration: underline\">hapter 15 (Brandon Spellman):<\/span><\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Only motorcycle reference: changing tire and the chain adjuster link on second page<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Why does Chris think that the school is scary? Maybe the potential for the narrator to turn into Phaedrus once again, and the school was associated with the decline into mental illness of the narrator<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The seed-crystal and supersaturation: this chapter launches us into the third section of the book<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A double implanting: the narrator implants himself into Phaedrus&#8217; mind, and the almost-retired teacher plants the idea of Quality onto the old Phaedrus&#8217; mind<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The tone of the book \u2192 there\u2019s a seed-crystal theme which is artistic and romantic, but he explains it using supersaturation and a very scientific theme<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The catalyst: \u201care you teaching Quality this year?\u201d<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The narrator seems to have taken it as a challenge to understand what Quality objectively is, without the context of a specific field like grammar or punctuation<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Debating whether to teach a well-defined curriculum where students emulate other writings and learn about fickle writing rules, or to teach Quality (whatever that means, he\u2019s still trying to synthesize the idea of it)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The classical versus romantic definition of Quality<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\">Quality (in the context of Motorcycle restoration and design):<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Classical quality: does it run well?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Romantic quality: looks clean, sleek, pretty, appearance, how does it feel and smoothness of ride, how fast it accelerates<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Not only about the material you use but the shape of the person and their goals &#8211; whether they want a cruiser, sports bike, or something else<\/span><\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\">Group Lab<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Big group goal: how the bottom end gets put back together<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Needs to be clean so oil doesn\u2019t leave the engine because no low oil indicator<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Had to clean the small holes with threads, used drill bit<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Always seal on the inside (and outside at times) so oil doesn\u2019t leak into bolt holes<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Applied the sealant, put on cover, then put in internal bolts<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Oil goes into reservoir, which has pressure that puts it into piston, where it then drips down<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Carburetor is too big for the motorcycle<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Carburetors are important for air-fuel mixture and how well the engine runs<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How to tell if everything is sealed: will do the test on Wednesday to make sure the pressure is good<\/span><\/li>\n<\/ul>\n<h1>Meeting 08: February 24th, 2021<\/h1>\n<p>Written by\u00a0<strong>Alison Lee<\/strong><\/p>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">Announcements:<\/span><\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Trying to potentially make lab more engaging by working with the 3D printers during class<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Lab Updates: We sealed the timing cover back on the engine case using the three-bond sealant<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Technical Component: Demonstration of motor on Ford machine<\/span><\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">Chapter 16 (led by Jonathan)<\/span><\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Two phases of his exploration of Quality: (1) rigid system\/creative thought experiment (2) more intellectual, criticism and metaphysical, a disaster<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Narrowing in on a specific subject and a very small aspect<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The debate of the importance of grades<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">looking at it as a stepping stone to a degree or a measure of progress<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Maybe a material reward is completely valid? Are grades really so bad? Life is so much easier with a degree, is it so bad to go to college just for a degree?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The absence of grades: to make the focus to be on learning and not achieving a number<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Grades can be a goal to work towards<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The means to a good grade should be driven by a love of learning, now just a Pavlovian training to get a good \u2018number\u2019<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Writing sem: focused about learning and improving your paper<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">In the UK, you do not get graded until the end of your two-year courses<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">Chapter 17 (led by Victoria)<\/span><\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Phaedrus\u2019 definition of quality is not an actual definition<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">As an expert witness in patent cases, Professor Littman was asked to define what engineering is. Since it is so abstract, it was best to avoid defining it and falling into a trap<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Mountains should be climbed without desire to get to the top: an analogy of learning to learn and not to get a degree<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Quote on how the side of the mountain sustains life, not the top<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">Chapter 18 (led by Louis)<\/span><\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Does something exist? If something disappears from the world and has an effect, it exists<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Note how he opens the chapter: quality is loosely esthetics, but that is subjective so he rejects it<\/span><\/li>\n<\/ul>\n<h1>Meeting 09: March 1st, 2021<\/h1>\n<p>Written by\u00a0<strong>Brandon Spellman<\/strong><\/p>\n<p><strong>Homework due next class<\/strong>: Read Chapters 22, 23, and 24<\/p>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">Announcements:<\/span><\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Discussed creating animations in Fusion 360 for final project<\/span><\/li>\n<li>We additionally reviewed the spur gear animation created by Professor Littman<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Technical Demo: deProny Brake Dynamometer<\/span><\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">Chapter 19 (led by Tejas)<\/span><\/span><\/p>\n<ul>\n<li style=\"list-style-type: none\">Relationship with Chris:\n<ul>\n<li>We found that in the dream, the fact they are separated by class is symbolic of his fear that Chris will never fully connect with his father<\/li>\n<\/ul>\n<\/li>\n<li style=\"list-style-type: none\">Quality:\n<ul>\n<li>Quality can be either objective or subjective<\/li>\n<li>&#8220;Quality is <span style=\"text-decoration: underline\">just<\/span> what you like&#8221;\n<ul>\n<li>Just is a pejorative term here<\/li>\n<\/ul>\n<\/li>\n<li>The place in which the narrator is forming his thoughts on quality (his mind) is so heavily influenced by society<\/li>\n<li>To the narrator, quality blurs the line between subjectivity and objectivity, thus also blurring the line between matter and mind as brought up in this chapter<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">Chapter 20 (led by Victoria)<\/span><\/span><\/p>\n<p>A rather short chapter with no motorcycle references<\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"font-weight: 400\">Why is the definition of quality disagreed upon?\n<ul>\n<li>There is a classical quality that is typically taught in classrooms<\/li>\n<li>vs. the Romantic quality that is foundational, and it is intuitively understood by everyone<\/li>\n<li>The narrator eventually moves quality to the top of his pyramid by the end of this chapter<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">Chapter 21 (led by Victoria)<\/span><\/span><\/p>\n<p>Another short chapter with no motorcycle references<\/p>\n<ul>\n<li style=\"list-style-type: none\">Art, Science, and <span style=\"text-decoration: underline\">Religion<\/span> discussed in this chapter:\n<ul>\n<li>Religion is a new take on how to define &#8220;quality&#8221;<\/li>\n<li>Quality in art is largely seen as a form of &#8216;pure&#8217; quality<\/li>\n<li>To appreciate art in museums, you must understand the art first. This is a great point<\/li>\n<li>Professor Littman brought up the book\u00a0<em>The Principles of Art<\/em> by R. G. Collingwood<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h1>Meeting 10: March 3st, 2021<\/h1>\n<p>Written by\u00a0<strong>Brandon Spellman<\/strong><\/p>\n<p><strong>Homework due next class<\/strong>: Read Chapters 25 &amp; 26 for Monday. (No homework due Wednesday)<\/p>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">Announcements:<\/span><\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Discussed Professor Littman handing out spare parts to students on campus so that they can measure and model a part for the final project<\/span><\/li>\n<li>Each group will be making a Fusion 360 team so that they can easily share CAD models with your team members<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">Chapter 22 (led by Victoria)<\/span><\/span><\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>We get an introduction to scientific thinking by the narrator<\/li>\n<li>Jules Henri Poincar\u00e9<\/li>\n<li>There is a fusion of ideas regarding quality between Phaedrus and Poincar\u00e9<\/li>\n<li>The result is that the definition of quality is nearly a matter of semantics, and at its core boils down to conventions. The example that the narrator used was Euclidean vs Non-Euclidean geometry. (Are polar coordinates\u00a0 &#8216;wrong&#8217; compared to cartesian coordinates, or are they just different methods to solve a similar problem)<\/li>\n<li>When asked which definition is correct, the response was effectively &#8220;Ask a better question.&#8221;\n<ul>\n<li>This is a powerful breakthrough regarding how to define quality, as it shows it may not be as concrete as Phaedrus once thought<\/li>\n<\/ul>\n<\/li>\n<li>We then discussed whether math was invented or discovered\n<ul>\n<li>There is an element of invention, and also an element of discovering natures laws<\/li>\n<li>One example of invention is conventions such as imaginary numbers<\/li>\n<li>The book discusses &#8220;zero&#8221; and whether it existed before it was &#8216;discovered&#8217;<\/li>\n<\/ul>\n<\/li>\n<li>The chapter concludes with a discussion that scientific discoveries proved that there are no real absolutes in the world\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>No more absolute time &#8211; according to the theory of relativity, time slows when traveling faster (time dilation)<\/li>\n<li>No more absolute space &#8211;\u00a0 according to the theory of relativity, lengths also shorten when traveling faster<\/li>\n<li>No more absolute substance &#8211; E = mc^2<\/li>\n<li>No more absolute magnitude &#8211; photons discovered to not have a well defined magnitude of amplitude<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">Chapter 23\u00a0 (two pages long)<\/span><\/span><\/p>\n<p>A rather short chapter with no motorcycle references<\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>This chapter marks an important point in the book because the different font lets us know that this is the first time Phaedrus himself is speaking<\/li>\n<li style=\"font-weight: 400\">The beginning of Chris&#8217; dream imagines him dead in a coffin<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">Chapter 24 (led by Professor Littman)<\/span><\/span><\/p>\n<ul>\n<li style=\"list-style-type: none\">Motorcycle reference: the side cover plate is stuck on the motorcycle\n<ul>\n<li>In this case, the narrator can&#8217;t turn to the manual anymore, but rather must come to his own conclusion on how to fix this stuck bolt by using his past experiences<\/li>\n<li>The implication is that he also can&#8217;t turn to a manual to find the true meaning of quality, but rather he must decipher this word by himself<\/li>\n<\/ul>\n<ul>\n<li>We discussed writers block, and how the best solution to get over that mental barrier is to just start writing down your ideas regardless of any organization<\/li>\n<li>How caring relates to quality:\n<ul>\n<li>Even if you have the technical knowledge to fix a motorcycle, that knowledge is useless if you don&#8217;t really care about fixing the motorcycle. Must have the know-how and the passion<\/li>\n<li>In the field of science, the narrator thinks that emotions (caring) must be separated from the experiment in order to get the utmost quality<\/li>\n<li>This portrays a duality in the definition of &#8220;caring&#8221;. Caring has an ability to encourage (i.e. passion) but also has an ability to cloud the mind and blur mental clarity (i.e. emotion)<\/li>\n<\/ul>\n<\/li>\n<li>\u00a0Train analogy &#8211; motion vs. static\n<ul>\n<li>If you dissect\/break down something enough and it eventually becomes &#8216;static&#8217;<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h1>Meeting 11: March 8th, 2021<\/h1>\n<p><span style=\"font-weight: 400\">Written By <\/span><b>Cordi Mahony<\/b><\/p>\n<p><span style=\"font-weight: 400\">Homework due on Wednesday: none \ud83d\ude42\u00a0<\/span><\/p>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">Chapter 25 (led by Professor Littman)<\/span><\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Narrator returns to very beginning of book where he talks about how the Sutherland\u2019s find technology to be ugly<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Narrator\u2019s motorcycle &#8211; very functional, doesn\u2019t look as nice (reference to previous chapter &#8211; beer can)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Sutherland\u2019s motorcycle &#8211; looks much nicer, more aesthetically pleasing &#8211; doesn\u2019t function as well as the narrator&#8217;s. Places importance on the visual appearance<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Something technological can be ugly: due to lack of care (potentially). Lack of care leads to something that is ugly in terms of quality and has romantic quality \u2018Phony quality\u2019\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">decoration without function<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">For example: a style of architecture: \u2018the decorated shed\u2019<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Materials: ugly materials (plastic) &#8211; ugliness = low quality<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Plastic being used in derogatory form, plastic = fake (eg of radio, material doesn\u2019t always make something ugly)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Technology originally meant art, but in fact meant \u2018craft\u2019\u00a0<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">As in the craft (art) of a carpenter, manufactured objects were considered art<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How would one distinguish between what is art and what is craft?<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Alex: craft has an inherent functionality beyond art eg: craft is radio, but sculpture is art &#8211; essentially if you remove quality from craft you can get mass produced functional item, if you remove quality from art there\u2019s not much left (just materials)<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Piece of mind &#8211; brings together the issues of classic vs romantic<\/span><\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><span style=\"font-weight: 400\">Chapter 26 (Self Help Chapter): Led By Alison<\/span><\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400\">What is someone with gumption?\u00a0<\/span><span style=\"font-weight: 400\">&#8211; someone who doesn\u2019t just sit around &#8211; somebody who has gumption is someone who understands quality\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Comes from the Greeks: root from enthousiasmos (enthusiasm)<\/span><\/li>\n<li><strong>Types of Gumption:<\/strong><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><strong>INTERNAL:<\/strong> \u2018Hangups\u2019<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Value Trap<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Monkey Trap Analogy:<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">If you put a coconut and you cut a whole in it big enough to put an open hand in, but too small to fit a closed hand &#8211; Monkey doesn\u2019t realise that it\u2019s better to leave the rice, than keep trying to get it and be stuck with the coconut<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">This analogy highlights the lack of ability to reevaluate the monkey\u2019s priorities\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Motorcycle eg: not getting an explosion &#8211; you assume it electrical but it\u2019s actually the chemical system.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Being stuck on one part &#8211; connects to the ego trap\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The Ego Trap<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">being so sure of prior knowledge that you overlook other potential solutions<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The Boredom Trap<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Connection to an idea of caring &#8211; curing the boredom trap: if you\u2019re bored you hardly care<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The Impatience Trap<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Comes about by an underestimation of how long you need to do something<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Narrator and his son: Chris impatient &#8211; asking when theory were going to the top<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Comparison to fishing: people see fishing as a waste of time &#8211; you\u2019re fishing you\u2019re not catching, can bring more gumption (taking a step away from things)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Fix = Take one step at a time, enjoy the process of fixing the motorcycle, don\u2019t worry about how long it\u2019s going to take\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The Anxiety Trap<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Opposite of the ego trap &#8211; completely underestimate themselves so aren\u2019t confident enough to have gumption<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Fixing this: recognizing that even the most experienced people make mistakes<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Suggests reading the manual\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Is leaning into the idea that you know nothing the best way to go about it? &#8211; from an emotional point of view maybe take a step back<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Finding Pleasure in the activity &#8211; climbing the mountain for the fun of it<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Finding out what you like (eg: two types of welders)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Sense of pride &#8211; making your own parts, more than just repair, come into the realm of design<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Muscle Trap<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Truth Trap<\/span><\/li>\n<\/ul>\n<\/li>\n<li><strong>EXTERNAL:<\/strong> \u2018Setbacks\u2019<\/li>\n<li><span style=\"font-weight: 400\">The Parts Trap<\/span>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">You don\u2019t have the right parts &#8211; could be that you have the wrong one or the wrong number of parts<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Suggests<\/b><span style=\"font-weight: 400\"> machining your own parts as this builds gumption\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The assembly trap<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">When you&#8217;re reassembling realise you\u2019ve left out a part<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Have to disassemble and reassemble to add missing parts<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Have a notebook and write down what u do<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Lay out parts so when you\u2019re reassembling you can\u2019t miss out parts<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The intermittent failure<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">You\u2019re trying to fix something and then it fixes itself but goes in\/out of working, difficult as it sometimes works and sometimes doesn\u2019t<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Observe when it happens and stop and try to work on it<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Caring comes from getting enjoyment out of the activity, being rushed is a great way to take the joys out of the activity<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Last week\u2019s lab review:<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400\">All 3 groups did pretty much the same thing<\/span><\/li>\n<li><span style=\"font-weight: 400\">Constructing lego bricks on Fusion 360<\/span><\/li>\n<li><span style=\"font-weight: 400\">Group 3 tried to print the brick, but it didn\u2019t work<\/span><\/li>\n<li><span style=\"font-weight: 400\">3 cylinders were not at the correct spacing, t<\/span><span style=\"font-weight: 400\">o fix: visual style -&gt; wire frame look at it head on to see if it lines up\u00a0<\/span><\/li>\n<\/ul>\n<h1>Meeting 14: March 17th, 2021<\/h1>\n<p>Written By:\u00a0<strong>Alex Moosbrugger<\/strong><\/p>\n<p><strong>Homework due next class:\u00a0<\/strong>Read chapters 27-29 for Monday, finish <em>Zen and the Art of Motorcycle Maintenance<\/em>\u00a0for Wednesday<\/p>\n<p>Agenda\/Announcements:<\/p>\n<ul>\n<li>Intro to the Electrical System, by Prof. Littman<\/li>\n<li>Normally we&#8217;d get to rebuild a motorcycle and start it up at the end, which is a lot like a mechanics course (fun!). Instead, this year we are doing more of an engineering\/design type thing, where we design and model the parts.<\/li>\n<li>Parts will be distributed to students to feel, measure using calipers, and possibly model in Fusion 360.<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\">Intro to the Electrical System<\/span><\/p>\n<p>Four main components, from diagram\/schematic:<\/p>\n<ul>\n<li>Alternator &#8211; powers horn, headlamp, taillamp, and charges battery &#8211; outputs AC (alternating current).<\/li>\n<li>Battery &#8211; used to power spark plug, charged by alternator (more below).<\/li>\n<li>Coil &#8211; used for spark plug (more below).<\/li>\n<li>Circuit breaker (these are the points, which have been discussed previously).<\/li>\n<\/ul>\n<p>We then investigated electromagnetic as it pertains to the motorcycle using a 2-channel oscilloscope.<\/p>\n<p>Next, we discussed and demonstrated Faraday&#8217;s Law (stated by Michael Faraday, 1924): Moving magnet near wire induces voltage\/current, as shown on oscilloscope. Putting an iron magnet inside the coil of wire being induced greatly increases voltage (signal shown on oscilloscope). This is enough voltage to power a blinking LED on the oscilloscope (but not enough voltage without the iron magnet inside the wire).<\/p>\n<p>Applying Faraday&#8217;s Law using a spinning magnet surrounded by coils of wire generates voltage with AC.<\/p>\n<p>Next, we demonstrated this on the 6-pole magnet in a motorcycle which is attached to the crankshaft &#8211; the spinning by caused by the engine induces the voltage that powers the cycle&#8217;s electrical system. This setup had 6 coils, 2 each for the starter system, horn, and lights. The diameter (gauge) of the wires vary to get either less current and more voltage (thinner wire, more loops in the coils) or more current and less voltage (thicker wires, fewer loops) (current and voltage must be inversely related to conserve energy).<\/p>\n<p>Next, Prof. Littman showed how the alternator&#8217;s AC is converted to DC (direct current) using diodes (one-way flow restrictors, basically) assembled into a &#8220;full-wave rectifier.&#8221; This DC is used to charge batteries (which can only accept DC due to having one high potential end and one low potential end that are not able to flip as the direction of alternating current changes).<\/p>\n<p>Then, we learned about the Ignition Coil (the &#8220;Coil&#8221; mentioned above), and how this allows us to step-up the voltage from the battery\/alternator to the spark plug, because high voltages (~20kV\/inch of separation between ends of the spark plug) are needed to generate a spark. This is done by using a wire with relatively few loops to induce current in a wire with many more loops (roughly 1,000 to 10,000 times the number as in the fewer-loop wire). This second wire is connected to the spark plug, and now has very high voltage (but low current, to conserve energy). We watched a live demonstration of this in Prof. Littman&#8217;s lab.<\/p>\n<p>Finally, we discussed how looking at the AC signal on the alternator (which is attached to and spins with the crankshaft) would be an accurate tachometer (measures the rate of rotation of the crankshaft).<\/p>\n<p>At this point, we broke up into our three groups to continue on our respective projects.<\/p>\n<h1>Meeting 15: March 22th, 2021<\/h1>\n<p>Written By: <strong>Victoria Graf<\/strong><\/p>\n<p><strong>Homework: <\/strong>Read chapters 30-32 and the afterword (finishing <em>Zen and the Art of Motorcycle Design<\/em>)<\/p>\n<p><u>Administrative Announcements<\/u><\/p>\n<p>Choosing topic of guest speaker &#8211; history of the internal combustion engine wins the vote<\/p>\n<p>Under Lego \u2013 uploaded stls of Lego bricks were 3D printed. They generally ad good form (appearance), but only about half had good function (fit with other Lego bricks). When post things under the Lego header, post them as pictures under instead of links (under edit page, add media), and make sure to click update! Note that gifs play automatically but videos not, so if you want to make a clip that plays automatically, you can use Gifsicle or another gif maker. You can also use Fusion to make a video if the object is animated. Note that to upload an stl, you may need to zip the file.<\/p>\n<p><u>Group Discussion and Updates<\/u><\/p>\n<p>Overall Goal: each group CADs and animates a part of the motorcycle<\/p>\n<p>Term long assignment for everybody: make a part of your own design for yourself (printed or milled) as a souvenir! (ex. nametag, phone case, puzzle) If you want to change the color of your 3D print, you can change the filament halfway through to get two tones.<\/p>\n<p>Group 1 \u2013 combined CADed Legos and discussed how to fix one draft (move printer off carpet, filled brick for sturdiness)<\/p>\n<p>Group 2 \u2013 piston head 3D scan (to import into Fusion) and modeling; learned how to use the split face feature (adding extra faces, press\/pull to shrink the middle)<\/p>\n<p>Group 3 \u2013 3D printed a threaded screw and tested with nut from motorcycle; practiced making a thread cut using coil feature in Fusion<\/p>\n<p>Nature article: &#8220;A Model of the Cosmos in the Ancient Greek Antikythera Mechanism&#8221; &#8211; A recovered piece of corroded brass from sunken ship was determined to be a mechanical computer for the motion of the planets, sun, and moon. By turning the knob representing the sun, other pointers show what happens to other planets at the corresponding time.<\/p>\n<p><u>Chapter 27 (led by Prof. Littman)<\/u><\/p>\n<p>During a dream as Phaedrus, he attempts to choke the figure in the shadows which he determines is the narrator<\/p>\n<p>He scares Chris and considers sending Chris home<\/p>\n<p><u>Chapter 28 (led by Amber)<\/u><\/p>\n<p>Physical context \u2013 \u201cAnalysis of Ideas and Study of Methods\u201d PhD program at University of Chicago<\/p>\n<p>In response to what field he studies, he replies English composition which the Chairman says is a methodological field. The ensuing disagreement about process and substance leads to conflict between Phaedrus and the Chairman, who was responsible for the Great Books program. As a result, Phaedrus writes an angered letter to provoke the Chairman to throw him out. Phaedrus says the committee is a pigeon hole for the Chairman as an Aristotle fan and for the remainders of the Great Books program.<\/p>\n<p>Phaedrus is not a fan of Aristotle because of Aristotle&#8217;s rigid definitions and subcategorizations. He dislikes that Aristotle defines quality as art in that way made a car art and Picasso not art. He says Aristotle&#8217;s subcategories did not encompass true quality.<\/p>\n<p>Phaedrus discusses the comparison of mythos v logos in Greek philosophy. In class, we discuss the question, &#8220;Should we read classics?&#8221; We suggest that the middle ground, reading more than just classics without ignoring them, is the best compromise.<\/p>\n<p>Technical point: Brazing refers to using metal of a lower melting point to weld (like hard solder). Steel has a high melting point, so welding (which is melting steel) makes it easier to punch holes in thin metal. Note solder is a lead-tin mixture used for copper pipe, etc.<\/p>\n<p><u>Chapter 29 (led by Amber)<\/u><\/p>\n<p>This chapter discusses Truth v Goodness and Phaedrus&#8217; idea of virtue. Phaedrus reiterates his association of loneliness and low-Quality technology before concluding that Aristotle is disagreeable because he is fighting sophists and rhetoric. Aristotle rejects them as too relative since he thinks there is absolute truth.<\/p>\n<p>Phaedrus then discusses how &#8220;virtue&#8221; in Greek philosophy is a misleading translation. He equates &#8220;arete&#8221; (the word translated as &#8220;virtue&#8221;) as dharma or excellence and notes that it is not just limited to an ethical or moral context. He says that contrary to popular belief, &#8220;Good&#8221; is quality while &#8220;Truth&#8221; is something else.<\/p>\n<p>Phaedrus does not like Aristotle subcategorization and over-attention to detail, but he also doesn\u2019t like Plato\u2019s preference for the dialectic (though he does like the generalizations).<\/p>\n<h1>Meeting 16: March 24th, 2021<\/h1>\n<p>Written By: <strong>Victoria Graf<\/strong><\/p>\n<p><strong>Homework: <\/strong>Read the Introduction and Chapter 1 from <em>Shop Class as Soulcraft<\/em><\/p>\n<p><u>Administrative Announcements<\/u><\/p>\n<p>Monday: guest speaker about the internal combustion engine<\/p>\n<p>(Optional) Article from Scientific American on the webpage for background reading before the guest speaker<\/p>\n<p><u>Group Discussion and Updates<\/u><\/p>\n<p>Group 1 \u2013 Continued work on Fusion model; looked more closely at rotational tools; drawing spur gears and wheels<\/p>\n<p>Group 2 \u2013 worked on Fusion model to get semicircle indents (clearance for the valves called valve relief) on top of the piston head<\/p>\n<p>Group 3 \u2013 checking dimensions against real parts (checking that the threading is good and small fixes); animation of parts<\/p>\n<p><u>Chapter 30 (led by Alex)<\/u><\/p>\n<ul>\n<li>Finishes talking about his class at the University of Chicago<\/li>\n<li>Professor is sick, so they read <em>Phaedrus<\/em> in the meantime<\/li>\n<li>Chairman substitutes for the class<\/li>\n<li>Phaedrus and the Chairman \u201cdebate\u201d<\/li>\n<li>Phaedrus catches the Chairman in his own words, quotes one of his articles<\/li>\n<li>Irony \u2013 Phaedrus uses dialectic to \u201cprove\u201d rhetoric is better<\/li>\n<li>Dialectic is pursuit of truth, rhetoric is for persuasion<\/li>\n<li>Winning by not losing<\/li>\n<li>Chariot and two horses example (reason and emotion) was analogy not truth<\/li>\n<li>Grinding his axe \u2013 reading maliciously<\/li>\n<li>Fact v opinion<\/li>\n<li>Irony \u2013 keeping score of two sides when talking about the One<\/li>\n<li>Does not define Quality to the Chairman<\/li>\n<li>End of chapter, breaks down into a trance<\/li>\n<li>Ties into mythos \u2013 not believing = going mad<\/li>\n<li>Narrator realizes Chris liked Phaedrus better since he was authentic and fun<\/li>\n<\/ul>\n<p><u>Chapter 31 \u2013 End (led by Louis)<\/u><\/p>\n<ul>\n<li>Now transition from reason to emotion<\/li>\n<li>Starts with a disagreement of where to go<\/li>\n<li>Narrator starts to feel like a ghost while Chris is real<\/li>\n<li>Clarified ghost analogy with Chris complaining about the nothingness on the trip<\/li>\n<li>Existing through life v. interacting<\/li>\n<li>Over course of the chapter, narrator realizes Chris is like Phaedrus\n<ul>\n<li>Recognizes desire to seek arguments as a symptom of Phaedrus (argument at the diner)<\/li>\n<li>Killing Chris by saying something was wrong with him<\/li>\n<\/ul>\n<\/li>\n<li>Emotional climax<\/li>\n<li>Chris asks, \u201cwhy did you leave us?\u201d\n<ul>\n<li>Was not able to open the glass door back then<\/li>\n<li>Chris realized Phaedrus was not willingly taken away<\/li>\n<\/ul>\n<\/li>\n<li>\u201cI knew you were not insane\u201d \u2013 healing relationship<\/li>\n<li>Speaking Truth to each other<\/li>\n<li>First time narrator really talks about Chris\u2019 potential problems in depth<\/li>\n<li>Driving without helmets on\n<ul>\n<li>Realizes has been looking at back the whole time<\/li>\n<li>Helmet metaphor for society\u2019s expectation of sanity \u2013 narrator decides to stop conforming<\/li>\n<\/ul>\n<\/li>\n<li>Chris goes back to being his son in terms of personal interaction, not just duty<\/li>\n<li>Chris can now see and stands on the foot pegs\n<ul>\n<li>Metaphor \u2013 people thought standing up and looking for yourself was dangerous, but Chris says \u201cno I can tell\u201d<\/li>\n<li>Thinking\/seeing for himself<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><u>Afterword (led by Louis)<\/u><\/p>\n<ul>\n<li>\u201cCulture-bearing\u201d<\/li>\n<li>Distinction between \u201cculture-bearing\u201d and a part of culture\/about culture<\/li>\n<li>Reminds readers that this book was actually an autobiography of sorts<\/li>\n<li>Historical context: around the time of publishing, there was a split between younger and older generations\n<ul>\n<li>Vietnam War<\/li>\n<li>hippie culture<\/li>\n<\/ul>\n<\/li>\n<li>What might a book like this look like in the context of modern America (with current culture and pandemic)?\n<ul>\n<li>Hard to say if it would be a success because of \u201cculture-bearing\u201d nature<\/li>\n<li>Previous success of book is partly thanks to it giving goal to people who were dissatisfied<\/li>\n<li>Comparing freedom versus traditional versions of success<\/li>\n<li>Challenging of capitalist culture still remains especially among young people<\/li>\n<li>Still elements of the \u201chippie notion\u201d in today\u2019s society (tiny homes, \u201cvan culture,\u201d etc.)<\/li>\n<li>Without context, book still feels like it was published recently since still relevant<\/li>\n<li>Counterculture movement never really disappears<\/li>\n<li>Even if you don\u2019t like the book, it had an impact<\/li>\n<\/ul>\n<\/li>\n<li>Mental health movement\n<ul>\n<li>Timeless and timely<\/li>\n<li>Recognition of mental illness as not degrading and removal of shock therapy<\/li>\n<\/ul>\n<\/li>\n<li>Weird that book ends with Phaedrus, but the narrator wrote the afterword\n<ul>\n<li>Really, narrator wrote the book, so the narrator is still there<\/li>\n<\/ul>\n<\/li>\n<li>Emotional resolution, \u201criding off into the sunset\u201d<\/li>\n<li>\u201cTo thine own self be true\u201d \u2013 Shakespeare quote; was advice to a young person going off to university<\/li>\n<\/ul>\n<h1>Meeting 17: March 29th, 2021<\/h1>\n<ul>\n<li><strong>Talk from Armand Ensanian<\/strong><\/li>\n<li><strong>This week, we started <i>Shop Class as Soulcraft: An Inquiry Into the Value of Work<\/i> by Matthew Crawford<\/strong><\/li>\n<\/ul>\n<ul>\n<li>This week&#8217;s reading assignments:\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Monday, 3\/29: Introduction and Ch. 1<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Wednesday, 3\/31: Ch. 2 &amp; 3<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Introduction, discussion lead by Prof. Littman<\/strong><\/p>\n<ul>\n<li><span style=\"font-weight: 400\">Focus on the idea of competency and agency<\/span><\/li>\n<li><span style=\"font-weight: 400\">The book was written in 2009, in the wake of the recession<\/span>\n<ul>\n<li><span style=\"font-weight: 400\">Resulted in a popular craving to return to craft<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">Author used to work at a think tank office job<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Mindless<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">No concept of a final product, where it\u2019s going<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Factory work in an office<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Finds manual work more engaging intellectually<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">The idea that one knows when they\u2019ve done a good job<\/span><\/li>\n<li><span style=\"font-weight: 400\">Discussion about manual vs. intellectual work<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Brandon describes manual labor as a different kind of work<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">My (tangential) thoughts as I\u2019m taking notes: Agree that it is indeed a different kind of work. I\u2019ll watch a show in the background when working on a design project of some sort, for example building a model of a building, thinking that it\u2019s mindless labor. Then, an episode of <\/span><i><span style=\"font-weight: 400\">The Bachelor <\/span><\/i><span style=\"font-weight: 400\">later, I realize I cut a piece wrong or glued something incorrectly. What follows typically is a string of choice profanity uttered out loud and a vow to never watch TV while working ever again, which I\u2019ll usually break immediately.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Chapter 1, discussion led by Johnathan<\/strong><\/p>\n<ul>\n<li><span style=\"font-weight: 400\">People who go back to college to learn trade skill<\/span><\/li>\n<li><span style=\"font-weight: 400\">Discussion of how manual work is more fulfilling<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Amber provides anecdote about how she rewired her house<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Internal monologue Hannah is back:\u00a0 Very impressive! If I attempted that, I think my house would have burned to the ground. I think that a lot of examples of manual work pertaining to the home are particularly interesting&#8211; it occurred to me that the person doing the work is both the craftsman and the consumer. Does this affect one\u2019s approach and attitude toward the work?<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Johnathan points out that results of the work can be seen directly in front of you\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Brandon lists more examples, including woodworking and IKEA\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\">Author describes difference between craftsman and consumer\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Victoria: Consumer is more inclined to replace, craftsmen want to keep\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Alison: Craftsman is more possessive, more tied to what is present<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Amber: Quotes footnote in back of the book&#8211; craftsmen place a certain attachment on things<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Internal monologue Hannah: Agree with all, I feel like when it comes to craft, I am much more frugal in general; I still have scraps from freshman year high school architecture!<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><span style=\"font-weight: 400\">If craftsmanship is not as economic, then why do it?<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Alex: Because we like it, there is a sense of attachment not only to physical but also functional\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">Mentions the cognitive part of manual labor<\/span><\/li>\n<li><span style=\"font-weight: 400\">Connecting Crawford to Pirisig (previous book, <\/span><i><span style=\"font-weight: 400\">Zen and the Art of Motorcycle Maintenance<\/span><\/i><span style=\"font-weight: 400\">)<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Relationship of quality<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Victoria: Hypergamy, a solution but not a practical one<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><span style=\"font-weight: 400\">Discussion: Outsourcing of factory jobs, personal services vs. impersonal services<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Jobs that are here to stay are ones in which you would need to think outside the box<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Independent of the amount of education<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Max: Machines may replace jobs, but a huge percentage of the jobs of the future don&#8217;t currently exists<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tejas: What would he say about someone who has already gone through the education system and how would they repivot<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">The problem all of this leaves us with: finding a higher level<\/span><\/li>\n<\/ul>\n<h1>Meeting 18: March 31th, 2021<\/h1>\n<p>Written by: <strong>Hannah Su<\/strong><\/p>\n<ul>\n<li><strong>Announcements<\/strong><\/li>\n<li><span style=\"font-weight: 400\">Check out <\/span><i><span style=\"font-weight: 400\">Discovering the Motorcycle<\/span><\/i><span style=\"font-weight: 400\"> by Armand Ensanian<\/span>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Additional plug as I tighten up these notes: It\u2019s 5 stars on Amazon!<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\">Possible <strong>in person activities<\/strong> to come<\/li>\n<li style=\"font-weight: 400\">Extra curricular club currently in the works (presumably for next year)\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Opportunity to do some hands on work once things return to normal\u2026 whenever that is (there is light at the end of the tunnel though!)<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\">Reminder to make something from the course<\/li>\n<\/ul>\n<p><strong>Tips for Assembling and using 3D printer + Mill<\/strong><\/p>\n<ul>\n<li><span style=\"font-weight: 400\">Approximate assembly time: 3 hours<\/span><\/li>\n<li><span style=\"font-weight: 400\">\u00a0<\/span>Note: Level the 3D printer in room and then check it once you get back into Adlinger<\/li>\n<li><span style=\"font-weight: 400\">Additional resources:\u00a0<\/span>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><span style=\"font-weight: 400\">Youtube videos<\/span><\/li>\n<li><span style=\"font-weight: 400\">Online website<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Chapter 2, discussion led by Alex<\/strong><\/p>\n<ul>\n<li><span style=\"font-weight: 400\">Quote: \u201cThe dichotomy between mental and manual did not arise spontaneously\u201d<\/span>\n<ul>\n<li>Follow up question: How did this come to be?\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><span style=\"font-weight: 400\">The need and want to specialize<\/span><\/li>\n<li><span style=\"font-weight: 400\">The distrust of authorities\u00a0<\/span><\/li>\n<li><span style=\"font-weight: 400\">The idea of just doing whatever is the next step\u00a0<\/span><\/li>\n<li><span style=\"font-weight: 400\">If everything is standardized and you have an inventory of parts and you can mass produce them<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><span style=\"font-weight: 400\">The rise of scientific management<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Perceived the need to create a managing class<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Separation between those who are doing to those who are thinking\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><span style=\"font-weight: 400\">Aspects of the manager<\/span>\n<ul>\n<li><span style=\"font-weight: 400\">good at not being good at anything<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">skilled at not needing skills<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><span style=\"font-weight: 400\">Dilbert principle\/Peter principle<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Pertains to people who are too bad at their job<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Every employee rises and reaches the level of their incompetence<\/span><span style=\"font-weight: 400\">Emergence of middle management<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Connection to Pirsg in which they pull the least competent person to give instructions<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><span style=\"font-weight: 400\">Best Buy example mentioned in the book<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Managers are free to take credit when things go well, yet are exempt from accountability when things don\u2019t, as they can always push it onto the worker<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">Creativity is a byproduct of long practice<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Discipline and play in bridge design<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Can\u2019t be undisciplined but a light level of of structural understanding allows you to be playful in the design<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">Advice for young people\u00a0<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">If you like learning, go to college<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">If you\u2019re heading toward a managerial position, you\u2019ll need some hands on experience<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Chapter 3, discussion led by Alex<\/strong><\/p>\n<ul>\n<li><span style=\"font-weight: 400\">Flipped the lens and took more of an individualistic approach on the same overarching ideas mentioned previously in the book<\/span><\/li>\n<li>Lots of ideas that have a push and pull (observation looking back at these notes), primarily\n<ul>\n<li><span style=\"font-weight: 400\">Agency vs. Autonomy<\/span><\/li>\n<li><span style=\"font-weight: 400\">Device vs. Thing<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><b>Agency vs. Autonomy<\/b><\/li>\n<li><span style=\"font-weight: 400\">The difference between agency and autonomy<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">agency is the ability to do something for yourself<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">when you become more autonomous, you become more dependent on the vehicle<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">agency interferes with autonomy<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">Agency = liberty to choose<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Pertaining to the motorcycle, you get to choose how it functions<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Designer would fit into agency category<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">Autonomy = liberty to be<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Rider fits into the autonomy category<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">Brief mentions of the mechanic and the consumer scattered throughout<\/span><\/li>\n<li><b>Device vs. Thing<\/b>\n<ul>\n<li>\u00a0Things:\n<ul>\n<li>All objects have some sort of intrinsic purpose\/ability<\/li>\n<\/ul>\n<\/li>\n<li>Device:\n<ul>\n<li>Originates from our need<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Piano vs. Stereo\n<ul>\n<li>Mastering a device vs being mastered by something<\/li>\n<li><span style=\"font-weight: 400\">Piano: You have to practice<\/span><\/li>\n<li><span style=\"font-weight: 400\">Stereo: You don\u2019t have to practice, entirely focused on the interface<\/span><\/li>\n<li>Also connected to agency vs. autonomy<\/li>\n<\/ul>\n<\/li>\n<li>Examples from the class of things that need to be practiced;\n<ul>\n<li>Interments:\n<ul>\n<li>Piano,\u00a0Bass guitar,\u00a0Flute,\u00a0Ukulele,\u00a0Drums,\u00a0Sithar,\u00a0Guitar,\u00a0Viola<\/li>\n<\/ul>\n<\/li>\n<li>Sports: Squash,\u00a0Golf,\u00a0Wrestling,\u00a0Fencing,\u00a0Rowing,\u00a0Swimming<\/li>\n<\/ul>\n<\/li>\n<li>Intuition: Car\n<ul>\n<li>Not intuitive: Any given individual can\u2019t open it up and point out engine oil, etc<\/li>\n<li>Intuitive: The same individual can push a button<\/li>\n<\/ul>\n<\/li>\n<li>Discussion of mutual exertion of control between human and car, which leads us back to the idea of autonomy<\/li>\n<li>Technology\u2019s impact\n<ul>\n<li>Electronics have taken over mechanics of these vehicles\n<ul>\n<li><span style=\"font-weight: 400\">I.e. electronics that automate processes<\/span><\/li>\n<\/ul>\n<\/li>\n<li>Idiot-proofing\n<ul>\n<li>Idiot light and dipstick (I&#8217;m pretty sure I head &#8220;idiot light,&#8221; but is this referring to the oil light?)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Betty Crocker and Build-a-Bear\n<ul>\n<li>Allows you to do enough work to make it feel like you&#8217;re actually <i>making<\/i>, where in reality you\u2019re just <i>accessorising\u00a0<\/i><\/li>\n<li><span style=\"font-weight: 400\">Key part of why the products sell<\/span><\/li>\n<li><span style=\"font-weight: 400\">The you aren\u2019t building a bear, you\u2019re just selecting what you want<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">You feel like you\u2019re involved in the building process<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The feeling of making, the social engagement, the ability to customize what you\u2019re paying for in the huge mark up<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Middle ground between agency and autonomy<\/b><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Develop sense of ownership<\/span><\/li>\n<\/ul>\n<\/li>\n<li>Another relevant example to consider: Motorcycle repairman vs designer<\/li>\n<\/ul>\n<p><strong>Reading Assignment for next class (Monday, 4\/5\/2021): Ch. 4<\/strong><\/p>\n<h1>Meeting 19: April 5th, 2021<\/h1>\n<p>Written by: <strong>Katherine Glaser<\/strong><\/p>\n<ul>\n<li><strong>Talk from William Becker:<\/strong> Wheels<\/li>\n<li><i>Shop Class as Soulcraft: An Inquiry Into the Value of Work<\/i> by Matthew Crawford <strong>Chapter 4 &#8211;<span class=\"s1\">The Education of a GearHead<\/span><\/strong><\/li>\n<\/ul>\n<p class=\"p1\"><em><span class=\"s1\">The Would Be Apprentice <\/span><\/em><\/p>\n<ul>\n<li><span class=\"s1\">pride in building the desk organizer- goes into a debate over what he should charge<\/span><\/li>\n<li>Conversation around what qualifies a person for a job<\/li>\n<li>Narrator packed a <strong>bearing<\/strong> with grease to keep it lubricated &#8211;\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>Bearing in motorcycle is pressed into a hub<\/li>\n<li>has an outer race and an inner one<\/li>\n<li>Same applies to steering- theres an upper bearing and a lower bearing- allow for free motion of the fork assembly<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Authors first experience in a fast car- grounds authors appreciation for speed in the rest of the chapter<\/li>\n<\/ul>\n<p><em>String Theory<\/em><\/p>\n<ul>\n<li class=\"p1\"><span class=\"s1\">Narrator&#8217;s experience working on his car 1963 VW Bug &#8211;<\/span><span class=\"s1\">he couldn\u2019t identify what was causing his car not to run properly<\/span><\/li>\n<li class=\"p1\"><span style=\"text-decoration: underline\">Building vs Fixing<\/span>\n<ul>\n<li class=\"p1\">Use of the shoelace example to show theory vs reality<\/li>\n<li class=\"p1\">building something from scratch vs fixing someone else&#8217;s work<\/li>\n<li>creativity vs adaptability<\/li>\n<li class=\"p1\">connections to other fields such as computer science<\/li>\n<li class=\"p1\">Stochastic Arts &#8211; having to deal with failure on a daily basis<\/li>\n<li class=\"p1\">the importance of attentiveness &#8211; <span class=\"s1\">diagnosis, trial and error<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p class=\"p1\"><em><span class=\"s1\">The Mentor<\/span><\/em><\/p>\n<ul>\n<li class=\"p1\"><span class=\"s1\"><span style=\"text-decoration: underline\">Wood vs. Metal<\/span> -different levels of precision<\/span>\n<ul>\n<li class=\"p1\">Wood- more often associated with craft<\/li>\n<li class=\"p1\">Metal- associated with engineering<\/li>\n<\/ul>\n<\/li>\n<li class=\"p1\">Bolt Grade markings- different markings represent different grades and strengths- (see Bolt Grade Markings and Strength Chart posted)<\/li>\n<li class=\"p1\">Mushrooming of the Valve Stem- Valve is flattened out at the end\n<ul>\n<li class=\"p1\">means the spring that was attached to the valve was too tight<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p class=\"p1\"><em><span class=\"s1\">Forensic Wrenching\u00a0<\/span><\/em><\/p>\n<ul>\n<li class=\"p1\"><span class=\"s1\"><span style=\"text-decoration: underline\"> main idea:<\/span> Rebuilding a motor isn\u2019t just following a manual- must be adaptable<\/span><\/li>\n<li class=\"p1\">Skeleton art work- emphasize the importance of attentiveness<\/li>\n<\/ul>\n<p class=\"p1\"><span style=\"text-decoration: underline\"><span class=\"s1\">Similarities between Pirsig book<\/span><\/span><\/p>\n<ul>\n<li class=\"p1\"><span class=\"s1\">Pride of being independent and having a mechanical understanding<\/span><\/li>\n<li class=\"p1\">two types of people- people who want to use and people who want to understand<\/li>\n<li class=\"p1\">caring about the vehicle<\/li>\n<li class=\"p1\">idea of the idiot worker- inattentive and unconcerned<\/li>\n<\/ul>\n<p class=\"p1\"><span class=\"s1\"><b>Reading Assignment for next class (Wednesday, 4\/7\/2021): Ch. 5<\/b><\/span><\/p>\n<h1>Meeting 20: April 7th, 2021<\/h1>\n<p>Written by: <strong>Katherine Glaser<\/strong><\/p>\n<p class=\"p1\"><b>Further education of the gear head from amateur to professional<\/b><\/p>\n<p class=\"p3\"><em>Early education and work<\/em><\/p>\n<ul class=\"ul1\">\n<li style=\"list-style-type: none\">\n<ul class=\"ul1\">\n<li class=\"li3\">Getting out of own head was a key idea he talked about<\/li>\n<li class=\"li3\">Was in academia but didn\u2019t enjoy it<\/li>\n<li class=\"li3\">Studied physics then philosophy and ended up being a teacher.\n<ul class=\"ul1\">\n<li class=\"li3\">He was across the hall from two older teachers, one being 90 years old and he felt very out of place.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p class=\"p3\"><em>Think tank in DC<\/em><\/p>\n<ul class=\"ul1\">\n<li class=\"li3\">He was told about this job and after interviewing for it and got the job<\/li>\n<li class=\"li3\">took it because of the large salary<\/li>\n<li class=\"li3\">A distinction between the liberal arts and a liberal job where you are free to use your mind.<\/li>\n<li class=\"li3\">He feels like the think tank is less of a \u201cliberal\u201d job than having a repair shop like Fred.\n<ul class=\"ul1\">\n<li class=\"li3\">This was mainly because the think tank was being funded by large oil companies so didn\u2019t really allow free thinking.<\/li>\n<\/ul>\n<\/li>\n<li class=\"li3\">He found this area to be much better for his thinking than the think tank he worked in previous not only because of the freedom it gave him but also because of the work environment.<\/li>\n<\/ul>\n<p class=\"p3\"><em>Call Fred<\/em><\/p>\n<ul class=\"ul1\">\n<li class=\"li3\">He went to Freds shop and really learned more than just tools and how to prepare parts.<\/li>\n<li class=\"li3\">Fred- narrator calls fred a scholar because he is very experienced in the field of motorcycle repair.<\/li>\n<\/ul>\n<p class=\"p3\"><em>Started working in the basement<\/em><\/p>\n<ul class=\"ul1\">\n<li class=\"li3\">He found much more enjoyment in the manual labor work<\/li>\n<li class=\"li3\">Found himself in an underground market kind of work space.\n<ul class=\"ul1\">\n<li class=\"li3\">There were a lot of strange people and many different rooms\/spaces<\/li>\n<li class=\"li3\">He found this area to be much better for his thinking because of the physical area surrounding.<\/li>\n<li>Being in your own space, there is no constraints on your creativity and process.<\/li>\n<\/ul>\n<\/li>\n<li class=\"li3\">Story of exploding bearing. John wasn\u2019t able to do it when he was younger but it may still be possible.<\/li>\n<\/ul>\n<p class=\"p3\"><em>Writing service tickets<\/em><\/p>\n<ul class=\"ul1\">\n<li class=\"li3\">At first he felt that he had to say he worked much less than he actually did.<\/li>\n<li class=\"li3\">Had a $40 shop rate per hour but end up having it be only $20 because it takes twice the time.\n<ul class=\"ul1\">\n<li class=\"li3\">He does this to make up for his slower time repairing the bikes then other mechanics.<\/li>\n<li class=\"li3\">This was due to mostly lack of experience but he also felt that he could not change people for more time then realistically it should take him (or another mechanic).<\/li>\n<li class=\"li3\"><span style=\"text-decoration: underline\">Pandoras box <\/span>(financial burden of customer and burden on the bike)\n<ul class=\"ul1\">\n<li class=\"li3\">Wants to change the oil seal.\n<ul class=\"ul1\">\n<li class=\"li3\">Wouldn\u2019t have to for the customer but decides to because of his connection with the motorcycle<\/li>\n<\/ul>\n<\/li>\n<li class=\"li3\">He cut down the bill $700 dollars for this action because it was unnecessary.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p class=\"p3\"><span style=\"text-decoration: underline\"><em>Different tools were brought up<\/em><\/span><\/p>\n<p class=\"p3\">numatic tools &#8211; powered by pressurized air<\/p>\n<ul>\n<li class=\"p3\">Electrical contact cleaner (solvent)<\/li>\n<li class=\"p3\">Carburetor cleaner (solvent against gunk)<\/li>\n<li class=\"p3\">Engine degreaser (solvent)<\/li>\n<li class=\"p3\">Cutting oil (cutting threads)<\/li>\n<li class=\"p3\">Molly grease (protective for surfaces)<\/li>\n<li class=\"p3\">Lithium grease<\/li>\n<li class=\"p3\">Unitizes complaint<\/li>\n<li class=\"p3\">Oxygen tank<\/li>\n<li class=\"p3\">diegrinder<\/li>\n<li class=\"p3\">Nematics is air<\/li>\n<li class=\"p3\">Hydraulics is fluids<\/li>\n<li class=\"p3\">Pressurized fluids<\/li>\n<li class=\"p3\">Physical presentation<\/li>\n<li class=\"p3\">Clutch- slip clutch<\/li>\n<\/ul>\n<p class=\"p3\"><span style=\"text-decoration: underline\">Purpose of clutch<\/span> &#8211; engaging the release of the clutch allows the primary chain to disengage and allow everything else to continue spinning.<\/p>\n<ul>\n<li class=\"p3\">Basket with 3 sets of plates that are all pushed together\n<ul class=\"ul1\">\n<li class=\"li3\">The spring squeezes together 3 sets of plates.<\/li>\n<li class=\"li3\">The flat plates are connected to the inner shaft and the other sets of plates to the other one.<\/li>\n<li class=\"li3\">Can either rotate freely or pressure is added.\n<ul class=\"ul1\">\n<li class=\"li3\">Must also figure out the force that must be put on the plates to figure out the spring constant.<\/li>\n<\/ul>\n<\/li>\n<li class=\"li3\">Hydraulics (master cylinder vs slave cylinder)<\/li>\n<li class=\"li3\">Fluid in the piston gets pushed by a force and gets transmitted to a larger area piston creating a larger force exerted than inputted. This helps when dealing with very large or heavy machines (10 times the area means 10 times the force exerted).\n<ul class=\"ul1\">\n<li class=\"li3\">Example: brakes on cars, this allows us to put a larger force without having to push extremely hard.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p class=\"p3\"><strong><span style=\"text-decoration: underline\">Rest of class<\/span><\/strong>&#8211;<\/p>\n<ul>\n<li class=\"p3\">Break into groups and continue to work on our parts in lab.\n<ul>\n<li class=\"p3\">Start to animate our parts in future classes.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h1>Meeting 21: April 12th, 2021<\/h1>\n<p><strong>Written by:\u00a0<\/strong>Alan Ji<\/p>\n<p><strong>Homework:<\/strong> Read Chapters 7 and 8 of <em>Shop Class as Soulcraft<\/em> for Wednesday&#8217;s class.<\/p>\n<p><strong>Guest Speaker:\u00a0<\/strong>Professor Ju gave a talk about combustion engines.<\/p>\n<p>We talked about different types of combustion engines and\u00a0discussed different compression\/ignition methods as well as their individual benefits\/drawbacks. Prof. Ju explained workings of different engine types (gasoline, diesel, fuel cell, EV), considering their efficiencies and exciting areas of growth. We also talked about the future of combustion and vehicles in general.<\/p>\n<p><strong>Discussion:\u00a0<\/strong><span style=\"text-decoration: underline\">Chapter 6: Contradictions of the Cubicle<\/span><\/p>\n<ul>\n<li><span style=\"text-decoration: underline\"><strong>The Job:<\/strong><\/span>\n<ul>\n<li>The narrator talks about his life while having a cubicle job\n<ul>\n<li>He writes abstracts for scientific articles\n<ul>\n<li>Given unreasonable quotas to meet<\/li>\n<li>Leads to him not really reading the articles<\/li>\n<\/ul>\n<\/li>\n<li>The articles already have abstracts of their own, so his work is believed to add some sort of value\n<ul>\n<li>Strange since he believes he is actually misrepresenting the works<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Poll:\n<ul>\n<li>Seems like nobody in our class would want to take this job\/use InfoTrac<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><span style=\"text-decoration: underline\"><strong>Judging\/Standards<\/strong><\/span>\n<ul>\n<li>Manual work has objective measures (e.g. electricity either works or doesn&#8217;t)<\/li>\n<li>Knowledge work lacks objective standards (does the abstract perfectly represent the article? harder to say)\n<ul>\n<li>The narrator is judged only on his quota, not quality<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><span style=\"text-decoration: underline\"><strong>Ethical Obligations<\/strong><\/span>\n<ul>\n<li>The narrator feels an ethical obligation to the reader of the abstract<\/li>\n<li>Narrator genuinely wants to read the article and understand the content<\/li>\n<li>The reader wants to read an abstract that genuinely describes the content<\/li>\n<li>But, in the end, neither accomplishes their goal: why?\n<ul>\n<li>The corporation is only concerned with profit maximization<\/li>\n<li>Ethical considerations are not given any weight<\/li>\n<li>This leads to a lower quality product<\/li>\n<li>Dissatisfaction on both sides (both worker and reader)<\/li>\n<\/ul>\n<\/li>\n<li>Commercialization of academia: does it help to reach broader audiences? or does it inherently remove quality from the work?<\/li>\n<\/ul>\n<\/li>\n<li><span style=\"text-decoration: underline\"><strong>Manual vs Knowledge Work<\/strong><\/span>\n<ul>\n<li>We often think that knowledge work requires critical thinking\/problem solving skills\n<ul>\n<li>The narrator&#8217;s job seems very repetitive and not requiring thinking<\/li>\n<\/ul>\n<\/li>\n<li>Lots of manual work seems to require more critical thinking than this\n<ul>\n<li>Electrician needs think about new problems faces, or else the house can burn down<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><span style=\"text-decoration: underline\"><strong>(Questionable) Teambuilding Activities<\/strong><\/span>\n<ol>\n<li>Workers were given a random coworker&#8217;s name and told to write positive things about that person. They then were asked to read what they wrote and discuss the qualities.\n<ul>\n<li>Makes us dependent on what our coworkers think<\/li>\n<li>Forces us to fit in with corporate culture<\/li>\n<\/ul>\n<\/li>\n<li>Workers were given a dowel to balance on fingertips and told to move it to the floor without dropping. Manager secretly exerted downward pressure so that the dowel moved upwards when released.\n<ul>\n<li>Explored the symbolism of manager exerting downward pressure, unknown to the workers<\/li>\n<li>Workers willingly get on their knees to make it work (subservient to the corporation)<\/li>\n<\/ul>\n<\/li>\n<li>Workers were told to hold a ribbon and stand in a line. One worker was told to move out the line, and the team then examined the reactions of the other standing workers &#8211; do they move together or stay put?\n<ul>\n<li>Supposed to show that all workers must move together or else drag the team down<\/li>\n<li>What would you do in this situation?\u00a0Class seems to agree that they would not move since they were not told to.<\/li>\n<\/ul>\n<\/li>\n<li>The class seems to agree that most of these &#8220;tests&#8221; were insubstantial and ambiguous at best. Management tries to make a connection between these activities and teamwork when there is not much of a tie.<\/li>\n<\/ol>\n<\/li>\n<li><span style=\"text-decoration: underline\"><strong>Team vs Crew<\/strong><\/span>\n<ul>\n<li>Team:\n<ul>\n<li>Members of a team have overlapping expertise\n<ul>\n<li>Each member may not necessarily be an expert in anything<\/li>\n<\/ul>\n<\/li>\n<li>They all work on one large project together with no set way of dividing work\/taking responsibility.<\/li>\n<\/ul>\n<\/li>\n<li>Crew:\n<ul>\n<li>Members of a crew are each an expert in their own field<\/li>\n<li>These experts in narrow areas come together to work as a unit, with each person focusing on their own specialty<\/li>\n<li>Each worker acknowledges the expertise and skill of the other workers<\/li>\n<\/ul>\n<\/li>\n<li>In a crew, each person can be held responsible for their own work. If the electricity doesn&#8217;t work, you can&#8217;t blame the plumber.<\/li>\n<li>In a team, there is no objective standard for work that each person can be held to. Since there is no divided expertise, it is hard to say whose contributions mattered more than others.<\/li>\n<li>Lack of objective standards leads to this &#8220;holistic approach&#8221; where a worker&#8217;s attitude and &#8220;higher purpose&#8221; are considered instead of the work they actually do.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<div>\n<h1>Meeting 22: April 14th, 2021<\/h1>\n<p><strong>Written by:\u00a0<\/strong>Alan Ji<\/p>\n<p><strong>Homework:<\/strong>\u00a0Read the concluding remarks and acknowledgements of <em>Shop Class as Soulcraft<\/em> for next Monday&#8217;s class.<\/p>\n<p><strong>Discussion:\u00a0<\/strong><span style=\"text-decoration: underline\">Chapter 7: Thinking as Doing<\/span>\u00a0(led by Allison)<\/p>\n<ul>\n<li><strong>Different ways of thinking<\/strong>\n<ul>\n<li>Different ways of thinking: knowing that vs. knowing how\n<ul>\n<li>Knowing that &#8211; simply knowing a fact is true<\/li>\n<li>Knowing how &#8211; practical knowledge only gained through experience<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>Examples:\n<ul>\n<li>Knowing how: firefighters&#8217; sixth sense\n<ul>\n<li>They know when a building will collapse, but if asked they can&#8217;t really explain why or how they know<\/li>\n<\/ul>\n<\/li>\n<li>Knowing that: Ohm&#8217;s Law\n<ul>\n<li>It is a beautiful theoretical result, but doesn&#8217;t really help when working with a car &#8211; not helpful in non ideal situations<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Crawford doesn&#8217;t necessarily knock one method of thinking over another &#8211; he simply highlights their differences and applicability in different situations<\/li>\n<li><strong>Learning by Doing<\/strong>\n<ul>\n<li>It&#8217;s much easier to learn how to use a hammer by using it than by staring at it\n<ul>\n<li>Interesting &#8211; tools are only useful if we know what they were made for<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><strong>Pattern Recognition\/Algorithmic Learning<\/strong>\n<ul>\n<li>Chess master example:\n<ul>\n<li>Chess masters were able to remember complex positions they have seen many times, but were unable to remember positions that don&#8217;t actually happen in chess games<\/li>\n<li>This implies that they are good because they recognize certain patterns<\/li>\n<\/ul>\n<\/li>\n<li>A human chess master can recognize patterns and intuit the right moves<\/li>\n<li>A chess computer simply calculates millions of possibilities to find the right moves\n<ul>\n<li>These are two fundamentally different ways of approaching the game of chess<\/li>\n<\/ul>\n<\/li>\n<li>Further discussion &#8211; neural networks:\n<ul>\n<li>Is the use of neural networks an example of computers doing pattern recognition?\n<ul>\n<li>Further, does this count as really learning?<\/li>\n<\/ul>\n<\/li>\n<li>Some neural networks are now so complicated that we cannot really trace exactly what they are learning or how they learned it<\/li>\n<li>Can we trust these neural networks to really &#8220;learn&#8221; better than humans?\n<ul>\n<li>FAA thinks no &#8211; AI is not allowed to fully fly an airplane on its own<\/li>\n<li>Tanks vs clouds example:\n<ul>\n<li>A military algorithm trained to detect enemy tanks actually ended up learning to identify clouds in the sky\n<ul>\n<li>Reiterates the fact that we don&#8217;t really know what these networks are learning<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><strong>Another category of thinking?<\/strong>\n<ul>\n<li style=\"list-style-type: none\"><\/li>\n<li>&#8220;Knowing why&#8221; was suggested as another possible category of thinking\n<ul>\n<li>For example, firefighters know what they should be looking for inside a burning building; they know which facts are important and which are not<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Professor Littman&#8217;s observation: Crawford uses a lot of stories (e.g. his father the string theorist talking about a theoretical shoelace, a chess master&#8217;s intuition, a philosopher hanging in a basket) to get his ideas across. This is a very effective form of communication &#8211; it gets the points across succinctly while simultaneously making the ideas more memorable.<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\">Chapter 8: Work, Leisure, and Full Engagement<\/span>\u00a0(led by Hannah)<\/p>\n<ul>\n<li>Nadia Comaneci &#8211; perfect 10 at Olympics (gymnastics)\n<ul>\n<li>She wasn&#8217;t thinking about the score at all when she did it &#8211; only focused on the task at hand\n<ul>\n<li>Worrying about just the score makes you less able to get the score<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>More relatable to us students: obsessing over grades\n<ul>\n<li>Only worrying about grades makes us hate the process of actually learning\n<ul>\n<li>We tend to do much better in subjects that we like, because we enjoy learning them and are not only obsessed with the grade we get<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><span style=\"text-decoration: underline\"><strong>Idea of Community\/Responsibility<\/strong><\/span>\n<ul>\n<li>Being able to see your impact\/contributions to a community makes you much more interested in your work\n<ul>\n<li>Example of the town carpenter who sees his work around town &#8211; creates a sense of responsibility\n<ul>\n<li>Makes you truly care about the quality of your work since it affects the community around you<\/li>\n<li>A factory workers cares less about the products he makes since they are shipped away and never seen or though of again\n<ul>\n<li>No direct sense of responsibility since the worker doesn&#8217;t see the consumer<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Example of bankers &#8211; used to be a trusted banker in each town who could make real judgements on character before handing out loans\n<ul>\n<li>Commercialization i.e. big banks destroyed this sense of community<\/li>\n<li>Larger banks feel no sense of community and thus care less about the quality of their work\n<ul>\n<li>Harms the integrity of the banking system and can lead to huge problems like the 2008 recession<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><span style=\"text-decoration: underline\"><strong>Some Career Advice<\/strong><\/span>\n<ul>\n<li>Balance of work and leisure is extremely important\n<ul>\n<li>We need work to provide for ourselves, and we need leisure to enjoy our lives<\/li>\n<li>How do we balance these two aspects?\n<ol>\n<li>Many people work to earn money so they can enjoy their leisure time outside of work\n<ul>\n<li>Essentially, find a good job that you don&#8217;t necessarily love but allows you to provide for yourself and take leisure time (e.g. weekends, vacations)<\/li>\n<\/ul>\n<\/li>\n<li>It is also possible to find work that you truly enjoy, so that work and leisure are combined\n<ul>\n<li>Narrator could be an electrician and make more money, but his work as a mechanic truly feels like leisure, so the extra money is less useful<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<li>This is very important advice that is applicable to all of our lives!\n<ul>\n<li>Many different ways to plan out and enjoy a life<\/li>\n<li>There isn&#8217;t one right way &#8211; narrator is simply trying to present alternatives to the status quo<\/li>\n<\/ul>\n<\/li>\n<li>Main point &#8211; we need enjoyment in our lives somehow, whether that is enabled by work or occurs at work itself<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h1>Meeting 23\/24: April 19th, 21st, 2021<\/h1>\n<p><b>Written by: <\/b><span style=\"font-weight: 400\">Sarah Brewer<\/span><\/p>\n<p><strong>Precept 23 &#8211; Reading: concluding remarks and acknowledgements<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">\u201cAs the subsequent history of banking illustrates, any job that can be scaled up, depersonalized, and made to answer to forces remote from the scene of work is vulnerable to degradation even to the point of requiring that the person who does the job actively suppress his better judgement.\u201d &#8211; the main point of the book<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">In terms of the pandemic what are your thoughts? &#8211; could be an outdated thought<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Anyone who has worked in a lab sees there&#8217;s a collaborative culture that doesn&#8217;t exist now with the pandemic and zoom &#8211; have to question if those things are essential<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">\u00a0Zoom has affected collaboration\u00a0<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Introverts have become less introverted through zoom<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Individual agency in a shared world &#8211; need to be self-reliant and then changes his tune and says by being self-reliant you\u2019re messing with group work and collaboration<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Quickly turned cynical in this part &#8211; gaining the ability to do things on your own means you ignore other people &#8211; not necessarily true\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">We are able to do things on our own, but can still choose to work with other people\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Collaboration can be done simply for the sake of collaboration &#8211; author skips over this idea<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The idea of collaboration can exclude people &#8211; only works for extroverted people do this\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Clarifying point &#8211; how we usually think of agency is \u201ci\u2019m free to make my choices\u201d &#8211; author says it\u2019s more about the fact we\u2019re bound to an objective ideal<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">looking up information for help is another version of collaboration\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Does having more experience make you have more respect for other opinions and give more room for collaboration?<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Specialization &#8211; if you&#8217;re building a house you need many different people to work together to get it done &#8211; everyone is knowledgeable in their field while working with others &#8211; collaboration comes from different kinds of knowledge<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Author felt detached from society, but when he found something he had in common he wanted to have a conversation with the different people which led to collaboration\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">On the subject of specialization the author took it a step further and talked about how there&#8217;s a level you reach where your craftsmanship that allows you to comment on another person\u2019s work &#8211; fights with the idea of collaboration &#8211; appreciate praise when it\u2019s from someone who is skilled<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">He talks about the importance of failure &#8211; do you punish failure or praise rewards &#8211; are you trying to produce the best results or avoid failure? Does this book have different ideas than the other book?<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Importance of failure &#8211; he agrees on most things with Persig &#8211; the experience of failure shouldn\u2019t be edited out of the education process<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Universal ethics and solidarity &#8211; how does this apply to your everyday life? How does your opinion of humility change now that you\u2019re at Princeton?<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Most princeton students were tops at their high school and now they come to princeton and everyone is the top<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Need to work harder at Princeton to maintain grades<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Can&#8217;t just be working for A\u2019s &#8211; understand why you\u2019re learning\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Imposter syndrome at Princeton &#8211; everyone feels this way, but you were chosen to come here because you have something to add to the Princeton community\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">\u201cIn practice seeking out the cracks where individual agency and the love of knowledge can be realized today in one\u2019s own life.\u201d &#8211; two main ideas from the book\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What did you learn about the author from the acknowledgements that also connect to the book?<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Collaboration &#8211; he acknowledges a large number of people also across disciplines &#8211; majority motorcycle mechanics, but also people from other fields<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">An expression of his own collaboration<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Precept 24 &#8211; Report from seeing the motorcycles<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Had 2 motorcycles and started the first one and then tried to work on it, but it was backfiring &#8211; tried the other one<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Looked at the oil chamber and then Professor Littman rode that one around<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The pistons looked bigger\/smaller than anticipated &#8211; they were smaller than expected\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Reading assignment for Monday &#8211; first three articles on data page of our website<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What are other lab classes like?<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Lab instructor recording a video of her collecting data and then the students used the data on MATLAB &#8211; then write a report after the lab<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Then some online simulations for circuits and then a physical lab kit which they used &#8211; circuitlab.com\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Physics 104 &#8211; worked with circuits and have lab kits and then write a report<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Chemistry &#8211; watched it online and took notes\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Daily Princetonian article on how to improve zoom class<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Creative hobbies &#8211; do something creative &#8211; allows you to express yourself<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Staying connected &#8211; start a book club or weekly discussion group<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Keep in shape &#8211; athletics\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Making money &#8211; getting a job &#8211; you\u2019re of value to someone<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Giving back &#8211; volunteer work <\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<h1 id=\"accel-snackbar\">Meeting 25: April 26, 2021<\/h1>\n<h3>What we did last week in lab:<\/h3>\n<ul>\n<li><span style=\"font-weight: 400\">3D modeling transmission, began creating assembly of gears and rods<\/span><\/li>\n<li><span style=\"font-weight: 400\">\u00a0Finished the 3 piston heads, created the animation<\/span><\/li>\n<li><span style=\"font-weight: 400\">Created restrictor rod, printed, looked at the rod spring and talked about how to model the spring and oil levels<\/span><br \/>\n<h3>Technical Discussion<\/h3>\n<\/li>\n<li><span style=\"font-weight: 400\">Talking about how to model displacement of oil &#8211; J<\/span><span style=\"font-weight: 400\">ohn explains cross-sectional buoyancy equations in SolidWorks<\/span><\/li>\n<\/ul>\n<h3>Turner Article<\/h3>\n<ul>\n<li>Q&amp;A with Turner &#8211; designer of terrier<\/li>\n<li><span style=\"font-weight: 400\">talked about his use of overhead valves, this engine was lightweight, had better fuel economy<\/span><\/li>\n<li><strong>2-stroke engines<\/strong>\n<ul>\n<li><span style=\"font-weight: 400\">for 2-stroke, you have to rely on intake, exhaust to control torque<\/span><\/li>\n<li>\u00a0oil is mixed with gasoline in 2-stroke, there is no air in the bottom-end<\/li>\n<li>\u00a0poor emissions and fuel efficiency, but generate a lot of power for size and weight<\/li>\n<\/ul>\n<\/li>\n<li><strong>Materials<\/strong>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Different parts of steel are hardened, case-hardened, mild<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Various uses of materials require various processes due to forces acting on them<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Where use casting &#8211; barrel made of cast-iron vs aluminum<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Pivot on the connecting rod was nickel-chrome steel<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">We examined parts on the deconstructed engine diagram, discussed specific use of materials<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Explained tempering and quenching as processes<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Early motorcycles had a gearbox separate from the motor, called unit construction<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Dovetailing on the valve<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Aluminum vs cast-iron piston<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The weight is the biggest problem<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Also aluminum is better, as it doesn\u2019t encourage detonation<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Barrel is cast-iron because it has pinholes which retain oil<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Oil pump was 2 plunger instead of gear<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Plungers create suction instead of reservoirs of oil on the gear<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Really That Good? Article<\/h3>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Less technical, how do specs translate to riding characteristics<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Better fuel economy, cost was $450, 84mpg<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Performance going up hills was excellent<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Why do people curl up when riding? To avoid aerodynamic drag<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Complained about the center stand breaking<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">John shows us triumph tiger cub prototype, 2-stroke twin engine<\/span><\/li>\n<\/ul>\n<h3><strong>Tiger Cub Overview<\/strong><\/h3>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Cubs were derived from terriers<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Explained many of the changes made<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Unloved features<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">top of the frame was below the gas tank, so the headstock was poorly supported, but gas tank gave some rigidity<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The chain ran in shallow oil bath, so could be stretched<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Would drive on highway and stop quickly without warning<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Final Remarks<\/h3>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Discussed final presentation day May 3rd start 2:30<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">10 minute break<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Lab<\/span><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Meeting 01: February 1st, 2021 Written by Tejas Gupta Introductions of course staff and students Fusion 360 Quick Demo: download here Readings: 1\/2: Zen and the Art of Motorcycle Design (more philosophy based) 2\/2: Shop Class as Soulcraft (more economics based) Homework:\u00a0Introduction and Chapters 1 and 2 of Zen and the Art of Motorcycle Design &hellip; <a href=\"https:\/\/commons.princeton.edu\/63-3-tiger-cub\/diary\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Diary&#8221;<\/span><\/a><\/p>\n","protected":false},"author":765,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-484","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/commons.princeton.edu\/63-3-tiger-cub\/wp-json\/wp\/v2\/pages\/484","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/commons.princeton.edu\/63-3-tiger-cub\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/commons.princeton.edu\/63-3-tiger-cub\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/commons.princeton.edu\/63-3-tiger-cub\/wp-json\/wp\/v2\/users\/765"}],"replies":[{"embeddable":true,"href":"https:\/\/commons.princeton.edu\/63-3-tiger-cub\/wp-json\/wp\/v2\/comments?post=484"}],"version-history":[{"count":55,"href":"https:\/\/commons.princeton.edu\/63-3-tiger-cub\/wp-json\/wp\/v2\/pages\/484\/revisions"}],"predecessor-version":[{"id":725,"href":"https:\/\/commons.princeton.edu\/63-3-tiger-cub\/wp-json\/wp\/v2\/pages\/484\/revisions\/725"}],"wp:attachment":[{"href":"https:\/\/commons.princeton.edu\/63-3-tiger-cub\/wp-json\/wp\/v2\/media?parent=484"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}