Editing 2466: In Your Classroom
Warning: You are not logged in. Your IP address will be publicly visible if you make any edits. If you log in or create an account, your edits will be attributed to your username, along with other benefits.
The edit can be undone.
Please check the comparison below to verify that this is what you want to do, and then save the changes below to finish undoing the edit.
Latest revision | Your text | ||
Line 8: | Line 8: | ||
==Explanation== | ==Explanation== | ||
+ | {{incomplete|Created by a QUASAR IN YOUR CLASSROOM. The table is still a work in progress. Do NOT delete this tag too soon.}} | ||
+ | Randall has created a thought experiment and corresponding chart about school courses. The idea is, "the subject of the class appears in the classroom" and the chart compares how dangerous and how unusual that would be. | ||
− | |||
− | |||
− | |||
− | |||
− | |||
− | |||
− | |||
− | |||
{| class="wikitable" | {| class="wikitable" | ||
|+Breakdown of Subjects | |+Breakdown of Subjects | ||
Line 22: | Line 16: | ||
!Course Topic | !Course Topic | ||
!Weirdness | !Weirdness | ||
− | ! | + | !Danger |
!Explanation | !Explanation | ||
|- | |- | ||
!scope=row|Atmospheric Physics | !scope=row|Atmospheric Physics | ||
− | | | + | |0% |
− | | | + | |0% |
− | | | + | |The presence of atmosphere in the classroom is quite common, as humans require the presence of an atmosphere to remain alive, and cannot learn while dead.{{Citation needed}} |
|- | |- | ||
!scope=row|Ethics | !scope=row|Ethics | ||
− | | | + | |25% |
− | | | + | |0% |
− | |Ethical thinking and behavior are widely considered good | + | |Ethical thinking and behavior are widely considered good and should normally be present in education, but are sadly not universal. |
|- | |- | ||
!scope=row|Education | !scope=row|Education | ||
− | | | + | |0% |
− | | | + | |10% |
|Learning usually goes on in classrooms, so education as a concept is both being learned about and present in the form of learning itself. | |Learning usually goes on in classrooms, so education as a concept is both being learned about and present in the form of learning itself. | ||
|- | |- | ||
!scope=row|Bibliography | !scope=row|Bibliography | ||
− | | | + | |25% |
− | | | + | |7% |
− | |Bibliography is the study of books, and books are normally present in classrooms, particularly bibliography classrooms | + | |Bibliography is the study of books, and books are normally present in classrooms, particularly bibliography classrooms. |
|- | |- | ||
!scope=row|Human Physiology | !scope=row|Human Physiology | ||
− | | | + | |0% |
− | | | + | |20% |
|This comic assumes that there are humans learning in the classroom, which was true at the time this comic was published, although in many places at the time the comic was published, many classrooms were closed due to COVID-19 restrictions. | |This comic assumes that there are humans learning in the classroom, which was true at the time this comic was published, although in many places at the time the comic was published, many classrooms were closed due to COVID-19 restrictions. | ||
|- | |- | ||
!scope=row|Public Speaking | !scope=row|Public Speaking | ||
− | | | + | |25% |
− | | | + | |15% |
|Some classes require students to present things in front of the class, which is likely a requirement in a public speaking class. Thus, public speaking itself would be present in the class. | |Some classes require students to present things in front of the class, which is likely a requirement in a public speaking class. Thus, public speaking itself would be present in the class. | ||
Some classes also have a teacher talking or presenting to the students from the front of the class, another form of public speaking. | Some classes also have a teacher talking or presenting to the students from the front of the class, another form of public speaking. | ||
Line 64: | Line 58: | ||
!scope=row|Architecture | !scope=row|Architecture | ||
− | | | + | |0% |
− | | | + | |30% |
|All buildings can be considered architecture, and most classes take place in buildings. This comic also refers to a class''room'', which is a room, and therefore considered architecture. | |All buildings can be considered architecture, and most classes take place in buildings. This comic also refers to a class''room'', which is a room, and therefore considered architecture. | ||
|- | |- | ||
!scope=row|Library Science | !scope=row|Library Science | ||
− | | | + | |25% |
− | | | + | |25% |
− | |Library science is concerned with the organization of knowledge, and is useful for finding information. Many classes require | + | |Library science is concerned with the organization of knowledge, and is useful for finding information. Many classes require research papers that require the use of books and other sources of information to complete them. This would be even more appropriate for a class actually taught in the school library. |
|- | |- | ||
!scope=row|Furniture Design | !scope=row|Furniture Design | ||
− | | | + | |0% |
− | | | + | |40% |
− | |Most rooms have furniture,{{Citation needed}} so this would probably be present in a classroom | + | |Most rooms have furniture,{{Citation needed}} so this would probably be present in a classroom |
|- | |- | ||
!scope=row|Culinary Arts | !scope=row|Culinary Arts | ||
− | | | + | |40% |
− | | | + | |30% |
|Most studies of culinary arts include the teacher and/or students preparing food using the tools and/or techniques that have been taught, so it would be fairly normal for food to be a result of classroom activities. How ''good'' it is, however, can be a mixed bag, especially for student cooking attempts. | |Most studies of culinary arts include the teacher and/or students preparing food using the tools and/or techniques that have been taught, so it would be fairly normal for food to be a result of classroom activities. How ''good'' it is, however, can be a mixed bag, especially for student cooking attempts. | ||
|- | |- | ||
!scope=row|Ergonomics | !scope=row|Ergonomics | ||
− | | | + | |5% |
− | | | + | |45% |
|Ergonomic equipment and workspaces promote comfort and efficiency, while non-ergonomic ones may be unpleasant, unhealthy, or even immediately dangerous. | |Ergonomic equipment and workspaces promote comfort and efficiency, while non-ergonomic ones may be unpleasant, unhealthy, or even immediately dangerous. | ||
|- | |- | ||
!scope=row|Botany | !scope=row|Botany | ||
− | | | + | |40% |
− | | | + | |40% |
− | |The near-neutral position of | + | |The near-neutral position of Botany (aka Plant Biology) obscures a wide range of possible outcomes, from the banal to the malignant. A teacher might have brought in a potted plant for decoration or show-n-tell, which would have zero weirdness and (if a non-allergenic species) zero danger. Or, a tree might have fallen through the roof, highly dangerous and weird, especially if it occurred during calm weather (weather likely to result in trees falling would probably have closed the school prior to treefall). This assumes that the event involves a vegetable and not an element of consumerism or purchasing. |
|- | |- | ||
!scope=row|20th Century Authors | !scope=row|20th Century Authors | ||
− | | | + | |65% |
− | | | + | |10% |
− | | | + | |A literature class would, normally, benefit greatly from an open discussion or interview with the author himself. Sadly such things are rare. Authors who were published in the 20th century would mostly be in retirement age in 2021, so securing an interview with them could be somewhat difficult. |
|- | |- | ||
!scope=row|Exobiology | !scope=row|Exobiology | ||
− | | | + | |100% |
− | | | + | |0% |
− | |Exobiology is the study of extraterrestrial life. This would mean that an alien | + | |Exobiology is the study of extraterrestrial life. This would mean that an alien life-form was in the classroom. |
|- | |- | ||
!scope=row|21st Century Authors | !scope=row|21st Century Authors | ||
− | | | + | |60% |
− | | | + | |20% |
− | + | |21st century authors have the advantage (over 19th and 20th century authors) of being alive and active at the time this comic was published. However, few of those born during the century have had time to achieve professional success, while those who have published in the 21st century mostly await final literary judgement on their work. Those authors with sufficient notoriety to be welcome in a classroom might charge appearance fees that schools cannot afford, and might, regardless of money, only agree to appear via virtual conference - hence, an elevated weirdness score. Dangers of an actual physical appearance include COVID risk and possible clashes between an author's activist stance and school policies. | |
− | |21st century authors have the advantage (over 19th and 20th century authors) of | ||
|- | |- | ||
!scope=row|19th Century Authors | !scope=row|19th Century Authors | ||
− | | | + | |100% |
− | | | + | |15% |
− | | | + | |Like other authors, the class would benefit from having an actual author show up, but this would be extremely weird since no 19th century author is still alive.{{Citation needed}} |
|- | |- | ||
!scope=row|Paleontology | !scope=row|Paleontology | ||
− | | | + | |100% |
− | | | + | |25% |
− | |Paleontology is the study of | + | |Paleontology is the study of fossils. It would be normal to have some fossils in the classroom, so Randall is probably implying the weirdness of finding a live dinosaur. |
|- | |- | ||
!scope=row|Robotics | !scope=row|Robotics | ||
− | | | + | |55% |
− | | | + | |30% |
− | |A course on robotics would often be expected to have some form of working models of the robots being discussed | + | |A course on robotics would often be expected to have some form of working models of the robots being discussed. |
|- | |- | ||
!scope=row|Martian Soil Chemistry | !scope=row|Martian Soil Chemistry | ||
− | | | + | |100% |
− | | | + | |35% |
|Martian soil only reaches Earth in small amounts, so it would be unusual to find a meaningful amount anywhere, except Mars. | |Martian soil only reaches Earth in small amounts, so it would be unusual to find a meaningful amount anywhere, except Mars. | ||
|- | |- | ||
!scope=row|Tourism | !scope=row|Tourism | ||
− | | | + | |75% |
− | | | + | |40% |
− | |Tourists coming into an active classroom would be quite unusual | + | |Tourists coming into an active classroom would be quite unusual. It could refer to the students leaving to become tourists in another location. |
|- | |- | ||
!scope=row|Child Psychology | !scope=row|Child Psychology | ||
− | | | + | |60% |
− | | | + | |45% |
− | | | + | |Child study is the study of the psychological processes of children and how they differ from those of adults. It could mean one group of children in the class analyzing the behaviour of the other group and vice versa, which could mean each student has their own interpretation of the other group's behaviour, or it could mean that the teacher analyses the behaviour of the children and explaining it, which could mean a psychologist has to be involved. |
|- | |- | ||
!scope=row|Entomology | !scope=row|Entomology | ||
− | | | + | |15% |
− | | | + | |55% |
− | | | + | |Insects in the classroom. |
|- | |- | ||
!scope=row|Occupational Therapy | !scope=row|Occupational Therapy | ||
− | | | + | |10% |
− | | | + | |62% |
|Injury, illness or mental health problem that hinder your participation in life/school. Many students who have significant physical injuries and conditions that require occupational therapy would generally not engage in those activities during a class, although volunteers may be brought in as a demonstration of a particular health problem or method of treatment. | |Injury, illness or mental health problem that hinder your participation in life/school. Many students who have significant physical injuries and conditions that require occupational therapy would generally not engage in those activities during a class, although volunteers may be brought in as a demonstration of a particular health problem or method of treatment. | ||
|- | |- | ||
!scope=row|Hydraulic Engineering | !scope=row|Hydraulic Engineering | ||
− | | | + | |40% |
− | | | + | |62% |
|Likely in the form of flooding or plumbing problems. | |Likely in the form of flooding or plumbing problems. | ||
|- | |- | ||
!scope=row|Pest Control | !scope=row|Pest Control | ||
− | | | + | |25% |
− | | | + | |70% |
− | | | + | |Pests may be naturally present in the building, depending on age and level of maintenance done, so students may get the opportunity to partake in some informal pest-control methods during class (such as killing via blunt-force impact). Professional pest control, however, usually involves using harmful chemicals as a method of mass extermination, limiting the ability of students to observe the process, besides causing unhealthy exposure to large amounts of pesticides. (Although, watching a professional pest controller at work would be an immense boon to students studying the topic). |
|- | |- | ||
!scope=row|Foodborne Illness | !scope=row|Foodborne Illness | ||
− | | | + | |15% |
− | | | + | |80% |
− | |Sometimes students in a culinary arts class do not properly observe hygiene standards and the food they present would lead to illness in those that consume the food. Thankfully, this is rare if the teacher is paying enough attention to proceedings. Students could also be ill from food eaten outside of class. | + | |Sometimes students in a culinary arts class do not properly observe hygiene standards and the food they present would lead to illness in those that consume the food. Thankfully, this is rare if the teacher is paying enough attention to proceedings. Students could also be ill from food eaten outside of class. |
|- | |- | ||
!scope=row|Criminal Law | !scope=row|Criminal Law | ||
− | | | + | |45% |
− | | | + | |85% |
− | |This might happen if a crime occurs in the class | + | |This might happen if a crime occurs in the class. |
|- | |- | ||
!scope=row|Physiology of Stress | !scope=row|Physiology of Stress | ||
− | | | + | |0% |
− | | | + | |90% |
− | | | + | |This would be a sign of stress severe enough to affect bodily functions, likely to an unhealthy extent. |
|- | |- | ||
!scope=row|Oncology | !scope=row|Oncology | ||
− | | | + | |25% |
− | | | + | |100% |
− | | | + | |Someone in the room likely has cancer. |
|- | |- | ||
!scope=row|Ornithology | !scope=row|Ornithology | ||
− | | | + | |60% |
− | | | + | |55% |
− | | | + | |Birds in the classroom? |
|- | |- | ||
!scope=row|Animation | !scope=row|Animation | ||
− | | | + | |100% |
− | | | + | |56% |
− | | | + | |Examples of animated works might be displayed to the students in an animation class. It would be weird for animated characters to appear physically in the classroom instead of being projected on screens. |
|- | |- | ||
!scope=row|Petroleum Geology | !scope=row|Petroleum Geology | ||
− | | | + | |65% |
− | | | + | |60% |
− | |Crude oil coming up through the floor of the classroom would be ''very'' weird | + | |Crude oil coming up through the floor of the classroom would be ''very'' weird. |
|- | |- | ||
!scope=row|Highway Engineering | !scope=row|Highway Engineering | ||
− | | | + | |75% |
− | | | + | |65% |
|A highway being built through an active classroom would be very unusual and not that safe. | |A highway being built through an active classroom would be very unusual and not that safe. | ||
|- | |- | ||
!scope=row|Toxicology | !scope=row|Toxicology | ||
− | | | + | |55% |
− | | | + | |75% |
− | |Most likely, a toxic substance is present in the room. This is not very weird if the room is in a building that has | + | |Most likely, a toxic substance is present in the room. This is not very weird if the room is in a building that has asbestos-containing insulation (typically associated with buildings constructed before the 1990s, although it has not been specifically outlawed) or lead paint (which was fully outlawed in 1978, so any paint must have been applied prior to that date). However, toxic substances are, by definition, unsafe for humans (even students). |
|- | |- | ||
!scope=row|Hematology | !scope=row|Hematology | ||
− | | | + | |75% |
− | | | + | |70% |
− | |Hematology is the study of blood. Given that there should be blood in each of the students present | + | |Hematology is the study of blood. Given that there should be blood in each of the students present{{Citation needed}}, we should probably assume Randall means "large quantities of blood outside of one's body", which would indeed be both bad and weird. |
|- | |- | ||
!scope=row|Hostage Negotiation | !scope=row|Hostage Negotiation | ||
− | | | + | |70% |
− | | | + | |85% |
− | |Reasons as to why there would be hostage negotiations taking place at a school have horrifying implications for the students and teacher | + | |Reasons as to why there would be hostage negotiations taking place at a school have horrifying implications for the students and teacher. |
|- | |- | ||
!scope=row|History of Siege Warfare | !scope=row|History of Siege Warfare | ||
− | | | + | |100% |
− | | | + | |80% |
− | |This would be | + | |This would mean that the students would be trapped in the building until they ran out of resources, possibly dying of thirst and starvation (depending on whether or not the opposing army destroyed the school's water lines). |
|- | |- | ||
!scope=row|Trauma Surgery | !scope=row|Trauma Surgery | ||
− | | | + | |55% |
− | | | + | |95% |
− | | | + | |Trauma surgery is an incredibly painful procedure, and difficult to look at for many. It would undoubtedly be disturbing to the class, especially if the patient was one of them. |
|- | |- | ||
!scope=row|Volcanology | !scope=row|Volcanology | ||
− | | | + | |75% |
− | | | + | |95% |
− | |Having a live volcano in one's classroom is both very dangerous and very weird | + | |Having a live volcano in one's classroom is both very dangerous and very weird, as volcanoes take very long times to form. Note this also applies to [[1611: Baking Soda and Vinegar | baking soda and vinegar volcanoes that are offshoots of much larger vinegar hotspots]]. |
|- | |- | ||
!scope=row|Quasar Astronomy | !scope=row|Quasar Astronomy | ||
− | | | + | |75% |
− | | | + | |100% |
− | + | |Quasars are distant astronomical objects that release large amounts of energy. Not only would the power of a quasar destroy the classroom (as well as the building the classroom is in, the town the school is in, and the entire planet Earth,) quasars are too large to fit inside any known classroom. For example, [https://en.wikipedia.org/wiki/ULAS_J1342%2B0928 ULAS J1342+0928] has a mass of 8*10^8 solar masses. This means the event horizon of the black hole is almost 16 AU in radius, and this size does not include the accretion disk. | |
|- | |- | ||
− | !scope=row|Ontology ( | + | !scope=row|Ontology (Title Text) |
− | |< | + | |<0% |
|? | |? | ||
− | |Ontology is the philosophical study of existence and being. Since there must be ''something'' learning in the classroom, it is unsurprising that ontology is a normal subject to appear | + | |Ontology is the philosophical study of existence and being. Since there must be ''something'' learning in the classroom, it is unsurprising that ontology is a normal subject to appear in the classroom. |
|- | |- | ||
− | !scope=row|Geography ( | + | !scope=row|Geography (Title Text) |
− | |> | + | |>100% |
|? | |? | ||
− | | | + | |Logistics aside, having a planet's terrain newly appear in one's classroom would almost certainly be a distraction to the learning environment. |
|} | |} | ||
==Transcript== | ==Transcript== | ||
+ | {{incomplete transcript|Do NOT delete this tag too soon.}} | ||
:[Caption above scatter plot with labeled axes] | :[Caption above scatter plot with labeled axes] | ||
:Caption: The thing you study just showed up in your classroom! That's... | :Caption: The thing you study just showed up in your classroom! That's... | ||
− | : | + | :Upper y-axis label: Good |
− | : | + | :Lower y-axis label: Bad |
− | : | + | :Upper x-axis label: Normal |
− | : | + | :Lower x-axis label: Weird |
− | + | :[First quadrant (left to right, top to bottom):] | |
− | |||
− | : | ||
:20th century authors | :20th century authors | ||
:Exobiology | :Exobiology | ||
Line 302: | Line 294: | ||
:Child psychology | :Child psychology | ||
:Tourism | :Tourism | ||
− | :[Second quadrant | + | :[Second quadrant] |
:Atmospheric physics | :Atmospheric physics | ||
:Ethics | :Ethics | ||
Line 315: | Line 307: | ||
:Ergonomics | :Ergonomics | ||
:Botany | :Botany | ||
− | :[Third quadrant | + | :[Third quadrant] |
:Entomology | :Entomology | ||
:Occupational therapy | :Occupational therapy | ||
Line 324: | Line 316: | ||
:Physiology of stress | :Physiology of stress | ||
:Oncology | :Oncology | ||
− | :[Fourth quadrant | + | :[Fourth quadrant] |
:Ornithology | :Ornithology | ||
:Animation | :Animation | ||
Line 338: | Line 330: | ||
{{comic discussion}} | {{comic discussion}} | ||
− | |||
[[Category:Charts]] | [[Category:Charts]] | ||
− | |||
− | |||
− | |||
− | |||
− | |||
− | |||
− | |||
− | |||
− |