notes by Alex K.
Tuesday 4/3: ZAMM chapters 19, 20, 21
Thursday 4/5 : ZAMM Chapters 22, 23, 24
Tuesday 4/10: ZAMM 25, 26 (finish Zen)
Recap of last class:
Noell: attached new seat to blue motorcycle with new bracket, now working on assembling swing-arm and frame, found grease nipple, tapped frame with 1/4 26 thread
Julienne: spray painted cylinder, working on frame
Alex: Making a new manifold for carburetor because the last one was mistaken
David: About to put engine back together so we gathered parts, just missing the pawl retaining ring which we’ll take from the other motor if John says so
Jake: Smoothed out fork assembly/frame attachment ball bearings. Removed excess paint from joints
Brendan: Evaluated pieces from powder-coater, cleaned up fittings from fork tubes.
Connor: found missing engine case bolts, working together with clutch+transmission to reassemble engine
Eric: Worked on wheels with Bill, day 5 of wheel lacing but it’s slow going. Spokes are OK, the nipples will go pretty deep into the spokes so they might be ground down.
Hannah: Eric said it all
Grace: Connor said it all
Alex K: sanded down powder-coated parts of the frame to make electrical contact. Every piece of the motorcycle needs to be the same electrical potential because tail-lights and other electrical parts only have one lede.
Charlie: worked on painting the cylinder with Julienne, finished top-end, started working on frame + cleaning out parts on the frame.
Ricky: removed greasy fabric from lots of the wires, cleaned wires and electrical pieces.
Bill’s presentation feedback: people loved it; drawings on tension and compression are especially useful and relates to Poisson’s ratio (which concerns things having a fixed volume in tension or compression)
Discussion on this week’s reading
Chapter 16: discussion lead by Brendan
No motorcycle references
Grading system concept: having no grades.
- An interesting theoretical concept, especially in peoples’ responses.
- Reminded people of this class with how we don’t have exact grades.
- Not really practical reference because this is a fictional book and we don’t know how this would actually play out
- Reality of wanting to get a degree vs. wanting to learn
- “imitation is the real evil” before rhetoric teaching can begin – very true in things like writing seminar, where we’re trying to imitate while outsmarting.
- Julienne disagrees: there are many disciplines, e.g. music, wherein you have to practice what is already written in order to develop creativity. So there is value to imitation. Prof. Littman agrees: picasso invented his own style after studying others. In Littman’s other course, you need to study others before you can be creative.
Defining rhetoric and dialectic:
Rhetoric is persuasive talk and writing, to convince others
Dialectic is a back and forth questioning for the search for truth
Chapter 17: discussion lead by Hannah
Concept of “quality”:
- Phaedrus’ definition is that it can’t be defined
- It probably can be defined because it’s a real thing that we interact with
- It’s easier to define quality in terms of what it isn’t than what it is
- Important theme of the book that he grapples with
The different elements of teaching writing, and why you need an outline:
An outline is usually a set of rules that you’re given without considering, similar to how the scientific method is something that is learned without necessarily learning its practical implications. But the reasons are there, and they are valid; they’re just often lost in the transmission.
Be careful about definitions, because definitions are a theory. When he was cross-examined, Prof. Littman was very careful in trying not to define things but to give examples.
Chapter 18: discussion lead by Eric
- the study of quality, even though Phaedrus doesn’t want to define it
- Conclusion is that quality can’t be defined. Implications?
- questions if quality can’t be defined, then can you teach it? Points to example of when students were angry about his lack of an answer, they were upset because they thought that they were supposed to learn things that were already known.
- When you remove quality from the world, what are you removing? In some sense, you lose some quality by taking away beauty from things, or taking away their individuality.
- The consequence is that vulnerable populations suffer from a lack of basic opportunities without quality
- Maybe not? baseline standard of living is constant without quality
- Quality in terms of aesthetics, or quality in terms of function. (Important distinction!) Which one is sacrificed in a world without quality?
Architect vs. Structural Artist:
- architecture is visually appealing, but doesn’t necessarily function well.
- Structural artist has a visual appeal to it, but it really works.
Chris’ experience, based on the hike:
- Chris should have swatted down his behavior a bit more as a gut reaction. Eric relates with a family member demonstrating similar behavior.
- Must’ve been really tough for the father
- No matter what you do, your actions have outcomes that you can’t necessarily predict.
Prof. Littman’s story about being a parent:
Sometimes it is important to stop bad behavior, but sometimes it’s important to not turn a bad situation into a worse one.
Solenoid with an iron pipe: powering the sole creates a magnetic field which magnetizes the iron bar and draws it into the solenoid. Pull is regardless of current.
Make and break circuit: coil of wire with lots of little wires in it. Also demonstrated step-up transformer by coils with different numbers of loops.
(Diagram of transformers and make or break circuits attached below)