WEBVTT 00:00:00.080 --> 00:00:02.430 The following content is provided under a Creative 00:00:02.430 --> 00:00:03.820 Commons license. 00:00:03.820 --> 00:00:06.050 Your support will help MIT OpenCourseWare 00:00:06.050 --> 00:00:10.150 continue to offer high quality educational resources for free. 00:00:10.150 --> 00:00:12.690 To make a donation or to view additional materials 00:00:12.690 --> 00:00:16.600 from hundreds of MIT courses, visit MIT OpenCourseWare 00:00:16.600 --> 00:00:17.265 at ocw.mit.edu. 00:00:26.140 --> 00:00:28.920 PROFESSOR: So today was a little different than yesterday. 00:00:28.920 --> 00:00:30.530 So I thought it would be good for us 00:00:30.530 --> 00:00:33.480 to just sort of recap what happened. 00:00:33.480 --> 00:00:35.860 Let's go back to the sixth graders visit. 00:00:35.860 --> 00:00:39.152 Thank you, Jamie, for prepping them for it. 00:00:39.152 --> 00:00:40.110 I woke up this morning. 00:00:40.110 --> 00:00:42.330 I was like, I didn't prep them for it. 00:00:42.330 --> 00:00:44.530 If I were them, I would have been super overwhelmed. 00:00:44.530 --> 00:00:45.580 I'm a terrible person. 00:00:47.880 --> 00:00:48.919 Was that helpful to you? 00:00:48.919 --> 00:00:51.085 What did you guys think about that whole experience? 00:00:53.805 --> 00:00:56.130 AUDIENCE: I immediately knew that whatever ideas I had 00:00:56.130 --> 00:00:58.694 yesterday was completely off. 00:00:58.694 --> 00:01:00.170 And wrong. 00:01:00.170 --> 00:01:02.900 180 degrees in the wrong direction. 00:01:02.900 --> 00:01:04.400 PROFESSOR: I mean, do take what they 00:01:04.400 --> 00:01:08.000 say with a grain of salt. Sixth graders 00:01:08.000 --> 00:01:12.150 don't always know how to articulate what they want. 00:01:12.150 --> 00:01:17.330 In a pitch, robots always sound cooler than food decomposing. 00:01:17.330 --> 00:01:19.930 But there is a way to make that awesome, 00:01:19.930 --> 00:01:22.190 if that's really what you're interested in. 00:01:22.190 --> 00:01:24.980 So as with everything in this class, 00:01:24.980 --> 00:01:27.540 the feedback is ultimately for you 00:01:27.540 --> 00:01:31.060 to decide what to do with it. 00:01:31.060 --> 00:01:32.650 Was there anything surprising that 00:01:32.650 --> 00:01:34.686 came out of the first hour? 00:01:39.370 --> 00:01:42.460 I know it's hard to put yourself back into that perspective. 00:01:42.460 --> 00:01:45.940 That's what I meant yesterday with the whole thoughtfulness 00:01:45.940 --> 00:01:46.600 quality. 00:01:46.600 --> 00:01:48.090 One of the values of the class is 00:01:48.090 --> 00:01:50.550 being able to take yourself out of the perspective 00:01:50.550 --> 00:01:51.780 that you have here. 00:01:51.780 --> 00:01:55.490 We were shooting science out loud during the first season 00:01:55.490 --> 00:01:58.950 with two grad students who are in AeroAstro. 00:01:58.950 --> 00:02:01.520 They were making a video about how engines work. 00:02:01.520 --> 00:02:04.610 And we were discussing one of the scenes 00:02:04.610 --> 00:02:07.160 that they had planned was to describe a turbine engine. 00:02:07.160 --> 00:02:12.360 And I'll go into this more during Thursday's lecture. 00:02:12.360 --> 00:02:14.810 But one of the students was trying 00:02:14.810 --> 00:02:18.180 to describe that it's the turbine blades that 00:02:18.180 --> 00:02:20.000 push the air forward. 00:02:20.000 --> 00:02:22.990 And we he was thinking to do an animation with it. 00:02:22.990 --> 00:02:25.400 And we thought, this is really complicated. 00:02:25.400 --> 00:02:28.160 I couldn't understand what he was trying to say. 00:02:28.160 --> 00:02:30.730 And finally, the other student who was there 00:02:30.730 --> 00:02:36.210 was like, oh, well there's one Boeing 777 in the hangar 00:02:36.210 --> 00:02:37.580 in that building over there. 00:02:37.580 --> 00:02:40.530 Like, is it worth filming with it? 00:02:40.530 --> 00:02:42.390 And just sort of that mentality of like, 00:02:42.390 --> 00:02:46.070 you have access to an actual turbine engine. 00:02:46.070 --> 00:02:48.652 And it didn't cross your mind to film it. 00:02:48.652 --> 00:02:50.110 And they were awesome to work with. 00:02:50.110 --> 00:02:52.410 And you know, that the whole day of shooting 00:02:52.410 --> 00:02:55.080 was actually really fun. 00:02:55.080 --> 00:02:58.000 But the ability to take yourself out of the things 00:02:58.000 --> 00:03:00.650 that your experience all the time, or take for granted. 00:03:00.650 --> 00:03:03.610 Creating that window for people who don't necessarily 00:03:03.610 --> 00:03:05.930 have access to the world that you live in 00:03:05.930 --> 00:03:07.530 is surprisingly difficult to do. 00:03:07.530 --> 00:03:10.570 And hopefully the first hour of classes 00:03:10.570 --> 00:03:13.430 sort of helped you orient into that new perspective. 00:03:13.430 --> 00:03:16.020 But I know that's a challenge for me a lot of times 00:03:16.020 --> 00:03:18.090 is, I don't think people are going to think 00:03:18.090 --> 00:03:19.320 this is super interesting. 00:03:19.320 --> 00:03:22.260 And it's not the content that's not interesting to people. 00:03:22.260 --> 00:03:24.450 It's just the delivery. 00:03:24.450 --> 00:03:25.450 How you package it up. 00:03:27.810 --> 00:03:30.280 PROFESSOR: I think that getting the right angle for-- like, 00:03:30.280 --> 00:03:32.590 some of you had really broad topics. 00:03:32.590 --> 00:03:33.090 Right? 00:03:33.090 --> 00:03:34.890 And the thing that's really hard is 00:03:34.890 --> 00:03:37.400 that there are so many things within that topic that 00:03:37.400 --> 00:03:39.380 could be really interesting. 00:03:39.380 --> 00:03:43.194 And like the food decomposing thing. 00:03:43.194 --> 00:03:45.110 Actually think there are a billion really cool 00:03:45.110 --> 00:03:47.470 topics in there that could be really fun. 00:03:47.470 --> 00:03:51.050 Like cheese is technically mold. 00:03:51.050 --> 00:03:53.900 And why is some mold good, and some mold bad. 00:03:53.900 --> 00:03:54.400 Right? 00:03:54.400 --> 00:03:55.930 And there's some really cool things 00:03:55.930 --> 00:03:59.290 like that can do about that. 00:03:59.290 --> 00:04:03.360 And getting back to microbiome things, or bacteria, 00:04:03.360 --> 00:04:05.340 or there's some really cool stuff in there. 00:04:05.340 --> 00:04:07.200 And just like every one of your topics 00:04:07.200 --> 00:04:08.560 that you guys brought up. 00:04:08.560 --> 00:04:12.080 There's some really cool little pieces 00:04:12.080 --> 00:04:13.480 of truths inside of there. 00:04:13.480 --> 00:04:15.740 And the hard part is figuring out 00:04:15.740 --> 00:04:17.940 how to give-- I mean, this is what writers do, 00:04:17.940 --> 00:04:20.080 is having the right angle to your story. 00:04:20.080 --> 00:04:20.579 Right? 00:04:20.579 --> 00:04:22.850 And so, many-- I think all of what I heard, 00:04:22.850 --> 00:04:24.460 I heard many your ideas. 00:04:24.460 --> 00:04:26.760 I'm like we're in the right zip code, 00:04:26.760 --> 00:04:29.360 but we haven't quite narrowed down the right building yet. 00:04:29.360 --> 00:04:29.860 Right? 00:04:29.860 --> 00:04:31.310 Or the right street. 00:04:31.310 --> 00:04:33.560 And for the hard part is figuring out 00:04:33.560 --> 00:04:35.250 within the topic of shipbuilding, 00:04:35.250 --> 00:04:39.450 or within the idea of hacking, or building a game, what 00:04:39.450 --> 00:04:42.460 is that little cool angle that you're are 00:04:42.460 --> 00:04:45.920 going to take to make it really exciting and interesting? 00:04:45.920 --> 00:04:48.460 And snare enough and focused enough and that kind of thing 00:04:48.460 --> 00:04:49.834 that makes it really interesting. 00:04:49.834 --> 00:04:52.977 Because I do think actually that lava sounds cooler 00:04:52.977 --> 00:04:55.060 to like a sixth grader because they're like, lava! 00:04:55.060 --> 00:04:55.740 That's cook. 00:04:55.740 --> 00:04:56.360 Right? 00:04:56.360 --> 00:04:58.619 But the food one. 00:04:58.619 --> 00:05:00.160 I'm not ready to give up on that yet. 00:05:00.160 --> 00:05:02.285 Like, I think there's a lot of cool stuff in there. 00:05:02.285 --> 00:05:05.210 And the hard part is figuring out, really 00:05:05.210 --> 00:05:07.280 narrowing down your story. 00:05:07.280 --> 00:05:09.570 And then figuring out which one has more meat to it. 00:05:09.570 --> 00:05:11.170 PROFESSOR: I mean, I think it's a very beautiful story, 00:05:11.170 --> 00:05:11.669 actually. 00:05:11.669 --> 00:05:14.420 The whole idea of material objects on this earth 00:05:14.420 --> 00:05:16.915 transforming in a way that's tangible to us. 00:05:16.915 --> 00:05:19.040 And maybe that's just like super romantic sounding. 00:05:19.040 --> 00:05:23.840 But I do think that there is-- I loved what Chris said yesterday 00:05:23.840 --> 00:05:27.720 about making not just the unfamiliar familiar, 00:05:27.720 --> 00:05:29.780 but making the familiar unfamiliar. 00:05:29.780 --> 00:05:32.969 And I think that's a lot of what of what VSauce does. 00:05:32.969 --> 00:05:34.760 And I think that's a lot of what Veritasium 00:05:34.760 --> 00:05:38.660 does is it's taking the things that you see, 00:05:38.660 --> 00:05:41.590 and taking the world that you're used to seeing, and showing you 00:05:41.590 --> 00:05:43.650 a new lens at looking at it. 00:05:43.650 --> 00:05:45.620 And I know that sounds very abstract. 00:05:45.620 --> 00:05:48.550 And I'm sure that we've thrown out a lot of things 00:05:48.550 --> 00:05:51.260 to think about that you're not maybe quite sure 00:05:51.260 --> 00:05:53.230 how to implement on a practical level. 00:05:53.230 --> 00:05:56.165 And I promise that that's what we're going to hit next. 00:05:56.165 --> 00:05:58.340 And once you guys write a script tonight, 00:05:58.340 --> 00:06:00.230 or just try writing it, it'll help 00:06:00.230 --> 00:06:02.490 you a lot to sort of understand how 00:06:02.490 --> 00:06:04.950 to implement these things practically speaking. 00:06:04.950 --> 00:06:05.710 So worry. 00:06:05.710 --> 00:06:08.336 I am aware that that might be a frustration that you have. 00:06:08.336 --> 00:06:10.960 PROFESSOR: I wonder if we have a little time today to give them 00:06:10.960 --> 00:06:13.290 more time to flesh out their ideas a little more. 00:06:13.290 --> 00:06:14.123 PROFESSOR: Oh, yeah. 00:06:14.123 --> 00:06:14.650 Absolutely. 00:06:14.650 --> 00:06:19.320 So I was originally planning on showing you guys 00:06:19.320 --> 00:06:21.730 a couple hosting case studies. 00:06:21.730 --> 00:06:24.260 But if you would find it more helpful to just 00:06:24.260 --> 00:06:26.420 maybe brainstorm script ideas-- 00:06:26.420 --> 00:06:27.732 PROFESSOR: I feel like that's where they are right now. 00:06:27.732 --> 00:06:28.690 If you think I'm wrong. 00:06:28.690 --> 00:06:30.899 But I feel like today made you think a little more. 00:06:30.899 --> 00:06:33.190 And now before you go home and have to really implement 00:06:33.190 --> 00:06:37.815 some idea, maybe it's worth really making sure each of you 00:06:37.815 --> 00:06:39.760 know what you want to do before. 00:06:39.760 --> 00:06:40.370 I don't know. 00:06:40.370 --> 00:06:42.500 What do you guys think? 00:06:42.500 --> 00:06:44.180 I'm feeling some anxiety right now 00:06:44.180 --> 00:06:45.680 that like it would help to flesh out 00:06:45.680 --> 00:06:47.200 your ideas out a little more. 00:06:47.200 --> 00:06:47.700 Yes. 00:06:47.700 --> 00:06:48.283 PROFESSOR: OK. 00:06:48.283 --> 00:06:49.960 We will totally do that. 00:06:49.960 --> 00:06:52.350 I did want to show you something. 00:06:52.350 --> 00:06:54.990 Because for me personally, it's hard for me 00:06:54.990 --> 00:06:57.630 to hear abstract level ideas. 00:06:57.630 --> 00:06:59.630 And I just need to see an example 00:06:59.630 --> 00:07:02.400 to help understand that. 00:07:02.400 --> 00:07:03.520 So. 00:07:03.520 --> 00:07:07.630 And again, I'm not saying that the way I necessarily 00:07:07.630 --> 00:07:10.860 do things or the way George or any of the teaching staff 00:07:10.860 --> 00:07:13.310 do things is necessarily the best way. 00:07:13.310 --> 00:07:16.810 Because again, best is not really been defined. 00:07:16.810 --> 00:07:20.300 But this was a video we did during second season. 00:07:20.300 --> 00:07:23.530 And it was the first biology video that any of us 00:07:23.530 --> 00:07:25.917 had worked on, which I was really excited about. 00:07:25.917 --> 00:07:27.375 But it did present these challenges 00:07:27.375 --> 00:07:31.450 of like how do you create a visually interesting video 00:07:31.450 --> 00:07:33.340 that's worth making as a video. 00:07:33.340 --> 00:07:35.840 Because again, I mean, I think asking yourself, 00:07:35.840 --> 00:07:37.940 like why do I need to make an animation 00:07:37.940 --> 00:07:40.370 about synthetic biology when I could just 00:07:40.370 --> 00:07:43.430 create a cartoon about it? 00:07:43.430 --> 00:07:46.330 As Chris was saying, visual elements, just 00:07:46.330 --> 00:07:50.740 pictorial representations of things are very, very engaging. 00:07:50.740 --> 00:07:53.210 We really were asking ourselves, like what's 00:07:53.210 --> 00:07:58.430 going to be the visual purpose of her explaining 00:07:58.430 --> 00:08:01.220 what basically became a little bit about systems biology, 00:08:01.220 --> 00:08:02.600 actually. 00:08:02.600 --> 00:08:04.940 And one of the things that we really fixated on, 00:08:04.940 --> 00:08:07.950 which is an idea of hers, was a metaphor. 00:08:07.950 --> 00:08:10.870 And so this is about a four minute long episode. 00:08:10.870 --> 00:08:13.630 Would you guys mind if showed it? 00:08:13.630 --> 00:08:15.929 And then we can workshops scripts. 00:08:15.929 --> 00:08:16.970 But let me turn off this. 00:08:19.874 --> 00:08:22.294 Is the light already off? 00:08:22.294 --> 00:08:23.730 You guys can see it OK, right? 00:08:23.730 --> 00:08:24.230 OK. 00:08:30.861 --> 00:08:32.610 So I'll show this to you guys and maybe we 00:08:32.610 --> 00:08:37.049 can un-pack what you've think is successful or not successful 00:08:37.049 --> 00:08:37.964 about our attempt. 00:08:37.964 --> 00:08:38.630 [VIDEO PLAYBACK] 00:08:38.630 --> 00:08:40.046 -Paclitaxel is a compound that can 00:08:40.046 --> 00:08:45.720 treat cancer-- Paclitaxel is a compound that can treat cancer. 00:08:45.720 --> 00:08:48.380 salicylic acid reduces headaches and fevers. 00:08:48.380 --> 00:08:50.910 Carotenoids can turn your skin orange. 00:08:50.910 --> 00:08:53.580 And miraculin changes your sense of taste. 00:08:53.580 --> 00:08:57.140 What do all of these awesome compounds have in common? 00:08:57.140 --> 00:08:59.900 They all come from plants! 00:08:59.900 --> 00:09:02.184 [MUSIC PLAYING] 00:09:09.340 --> 00:09:12.640 More than 100,000 natural compounds occur in plants 00:09:12.640 --> 00:09:15.950 and we barely explore them. 00:09:15.950 --> 00:09:19.160 These small molecules are called metabolites. 00:09:19.160 --> 00:09:22.360 Just like how all the DNA in an organism forms the genome, 00:09:22.360 --> 00:09:25.300 all of the metabolites form the metabolome. 00:09:25.300 --> 00:09:28.420 Even though it's metabolite can be made from only six elements, 00:09:28.420 --> 00:09:30.790 there are so many possibilities that it 00:09:30.790 --> 00:09:33.570 would take scientists thousands of years to make each one try 00:09:33.570 --> 00:09:36.400 and figure out its usefulness. 00:09:36.400 --> 00:09:39.770 Luckily, plants have already done this for us. 00:09:39.770 --> 00:09:43.140 Plants have the disadvantage of being rooted to the ground. 00:09:43.140 --> 00:09:46.030 So over time they've trial and errored 00:09:46.030 --> 00:09:48.760 making lots of compounds to see which ones help 00:09:48.760 --> 00:09:50.920 them survive and thrive best. 00:09:50.920 --> 00:09:52.420 And because they've been interacting 00:09:52.420 --> 00:09:56.690 with other species like us for 100s of thousands of years, 00:09:56.690 --> 00:09:59.220 some of their chemicals turn out to be really useful, 00:09:59.220 --> 00:10:02.440 both inside and outside our bodies. 00:10:02.440 --> 00:10:04.550 But to use plants to their full potential, 00:10:04.550 --> 00:10:07.710 we have to know what chemicals they make and how to make them. 00:10:07.710 --> 00:10:09.380 Instead of studying every chemical one 00:10:09.380 --> 00:10:13.010 by one, what if we could study all of them at once? 00:10:13.010 --> 00:10:15.690 We could start by mapping the huge network that 00:10:15.690 --> 00:10:17.400 connects metabolites. 00:10:17.400 --> 00:10:19.190 In any living organism, molecules 00:10:19.190 --> 00:10:20.750 are always on the move. 00:10:20.750 --> 00:10:23.380 Being converted and shuttled, decomposed and built 00:10:23.380 --> 00:10:24.970 back up again and re-used. 00:10:24.970 --> 00:10:27.706 It's just like a subway system! 00:10:27.706 --> 00:10:30.116 Except in biology, the people are the chemicals 00:10:30.116 --> 00:10:34.470 and the train is the enzyme that converts and moves them. 00:10:34.470 --> 00:10:36.410 If you look at a city from above, 00:10:36.410 --> 00:10:39.940 how could you map the whole subway system? 00:10:39.940 --> 00:10:42.050 Similarly, if we look at a plant, 00:10:42.050 --> 00:10:45.800 how could you figure out the entire metabolome network? 00:10:45.800 --> 00:10:47.540 To figure out a path and a system, 00:10:47.540 --> 00:10:50.020 what we actually need to do is break it. 00:10:50.020 --> 00:10:51.800 If we mutate or disrupt a pathway 00:10:51.800 --> 00:10:53.890 and see how the metabolite quantities change, 00:10:53.890 --> 00:10:57.420 we could figure out the connections between them. 00:10:57.420 --> 00:11:00.450 Let's say the train from Central to MIT breaks. 00:11:00.450 --> 00:11:02.730 We wouldn't see students arriving at MIT, 00:11:02.730 --> 00:11:05.460 and would instead see them building up at Central. 00:11:05.460 --> 00:11:06.690 But not only that. 00:11:06.690 --> 00:11:08.600 Anyone else traveling along the red line 00:11:08.600 --> 00:11:10.160 would also be affected. 00:11:10.160 --> 00:11:12.640 So it's the redistribution of people 00:11:12.640 --> 00:11:14.800 which reveals the red line subway path, 00:11:14.800 --> 00:11:18.050 and tells us where the train broke. 00:11:18.050 --> 00:11:21.320 We can use the systems thinking to uncover the plant metabolite 00:11:21.320 --> 00:11:22.090 network. 00:11:22.090 --> 00:11:25.070 For example, we know about a compound sinapoyl malate 00:11:25.070 --> 00:11:27.280 which protects the plant from UV damage 00:11:27.280 --> 00:11:31.200 by interacting with UV light, making the plant grow green. 00:11:31.200 --> 00:11:34.090 But without it, the plant would glow red. 00:11:34.090 --> 00:11:37.170 So if we see a red plant, it's like seeing no people 00:11:37.170 --> 00:11:38.755 at the sinapoyl malate station. 00:11:38.755 --> 00:11:41.420 But we wouldn't yet know where the train broke, 00:11:41.420 --> 00:11:44.100 or what other stations are along the route. 00:11:44.100 --> 00:11:46.500 To do that, we can mutate a lot of seeds, 00:11:46.500 --> 00:11:49.360 plant them, and choose the reds ones. 00:11:49.360 --> 00:11:51.320 [MUSIC PLAYING] 00:11:55.730 --> 00:11:58.715 Now we can analyze these samples by using the mass spectrometer. 00:12:02.920 --> 00:12:04.740 It measures how much of each metabolite 00:12:04.740 --> 00:12:06.680 is present in the sample. 00:12:06.680 --> 00:12:10.190 Then we can use a program to see which compounds were effected 00:12:10.190 --> 00:12:11.740 and map that part of the network. 00:12:11.740 --> 00:12:14.930 It's like reviewing the red line. 00:12:14.930 --> 00:12:17.850 Once we figure out how the entire metabolome works, 00:12:17.850 --> 00:12:20.920 we can use it to engineer plants to create new bio materials, 00:12:20.920 --> 00:12:22.790 medicines, and clean energy. 00:12:22.790 --> 00:12:24.415 We might even discover that plants have 00:12:24.415 --> 00:12:26.320 the secret to living forever. 00:12:26.320 --> 00:12:28.886 We just need to unlock their chemical mysteries. 00:12:28.886 --> 00:12:31.266 [MUSIC PLAYING] 00:12:32.694 --> 00:12:34.130 [END PLAYBACK] 00:12:34.130 --> 00:12:39.670 PROFESSOR: So Anastasia's topic was-- it 00:12:39.670 --> 00:12:41.400 was really hard to visualize. 00:12:41.400 --> 00:12:43.520 It mean, if you can imagine, our first meeting 00:12:43.520 --> 00:12:46.960 she was talking about basically mapping chemical pathways 00:12:46.960 --> 00:12:48.450 in plants. 00:12:48.450 --> 00:12:51.190 And it's a hard concept to describe verbally. 00:12:51.190 --> 00:12:54.214 And I think that there are some things that we did well 00:12:54.214 --> 00:12:54.880 with that video. 00:12:54.880 --> 00:12:57.440 I still feel like sometimes it's easy to get 00:12:57.440 --> 00:13:03.120 lost in the metaphor that it doesn't really do as precise 00:13:03.120 --> 00:13:06.160 of a job as it could. 00:13:06.160 --> 00:13:09.340 One of the things I did want to hit though because someone had 00:13:09.340 --> 00:13:11.054 asked, how do you know if your idea 00:13:11.054 --> 00:13:12.490 is too-- was it you who asked, how 00:13:12.490 --> 00:13:14.198 do you know your idea is too big, or not? 00:13:16.670 --> 00:13:19.110 You're not going to appeal to everyone. 00:13:19.110 --> 00:13:22.310 And you're not going to be the perfect video for every viewer. 00:13:22.310 --> 00:13:24.620 And that's OK. 00:13:24.620 --> 00:13:29.380 I think understanding your niche is one of the biggest lessons 00:13:29.380 --> 00:13:31.590 that I learned in producing Science Out Loud. 00:13:31.590 --> 00:13:34.280 At the beginning, our intention and our goal 00:13:34.280 --> 00:13:37.370 was to be something like SciShow or VSauce. 00:13:37.370 --> 00:13:40.790 Something that kids just sort of watch on their own. 00:13:40.790 --> 00:13:44.250 And we quickly realized that that won't necessarily be 00:13:44.250 --> 00:13:46.480 the case for us and that's OK. 00:13:46.480 --> 00:13:49.840 And that we serve a very powerful function being coupled 00:13:49.840 --> 00:13:53.540 in classrooms, or after school programs, or parents 00:13:53.540 --> 00:13:55.970 watching them with their kids. 00:13:55.970 --> 00:13:59.700 And that'll dictate what concessions you might make. 00:13:59.700 --> 00:14:03.090 I mean, in this video, we kind of just 00:14:03.090 --> 00:14:05.105 said whoever is going to watch it 00:14:05.105 --> 00:14:07.230 is going to understand a little bit about chemistry 00:14:07.230 --> 00:14:09.540 and biology. 00:14:09.540 --> 00:14:12.660 And that is what allowed us to sort of gloss over 00:14:12.660 --> 00:14:17.380 some of the details about chemical pathways. 00:14:17.380 --> 00:14:21.750 I think that video worked for us, that there 00:14:21.750 --> 00:14:24.330 was a reason that we made that video partially 00:14:24.330 --> 00:14:27.860 because Anastasia I think is really good on screen. 00:14:27.860 --> 00:14:29.960 And that if you didn't have her, and if you 00:14:29.960 --> 00:14:32.820 had just a narrated video or an animation, 00:14:32.820 --> 00:14:36.050 it would be a very different visual experience. 00:14:36.050 --> 00:14:38.260 I don't know if you guys agree with that or not. 00:14:38.260 --> 00:14:40.820 But that's sort of how I felt. 00:14:41.990 --> 00:14:45.541 The other thing is, she naturally as a person is really 00:14:45.541 --> 00:14:46.040 like that. 00:14:46.040 --> 00:14:49.150 She's really jazzed about biology. 00:14:49.150 --> 00:14:52.370 It's OK if your personality is not like that. 00:14:52.370 --> 00:14:54.640 But the way she wrote her script-- I mean, 00:14:54.640 --> 00:14:58.290 she was probably one of the best during the day of shoot 00:14:58.290 --> 00:14:59.770 just remembering her lines. 00:14:59.770 --> 00:15:01.430 Because the way she wrote her script 00:15:01.430 --> 00:15:03.380 was the way that she just sort of talks 00:15:03.380 --> 00:15:05.180 about that stuff in real life. 00:15:05.180 --> 00:15:08.030 And that was a big tip that I wanted to give you guys 00:15:08.030 --> 00:15:11.334 before you started scripting, was right things the way 00:15:11.334 --> 00:15:12.250 that you would say it. 00:15:12.250 --> 00:15:15.190 And George will talk about this a lot tomorrow, as well. 00:15:15.190 --> 00:15:18.790 It's a very, very obvious statement 00:15:18.790 --> 00:15:22.480 that is very, very difficult to implement. 00:15:22.480 --> 00:15:26.010 I don't know if you guys were pay attention to that in some 00:15:26.010 --> 00:15:27.380 of the BioBuilder videos. 00:15:27.380 --> 00:15:29.621 their purpose is to be very instructional 00:15:29.621 --> 00:15:30.620 like Natalie was saying. 00:15:30.620 --> 00:15:34.180 It's like a very encyclopedic type of product. 00:15:34.180 --> 00:15:37.510 And it works well in schools, but most people 00:15:37.510 --> 00:15:39.660 don't talk in their everyday conversation 00:15:39.660 --> 00:15:41.970 like those characters did. 00:15:41.970 --> 00:15:44.940 And that's OK for their product. 00:15:44.940 --> 00:15:48.860 But if your intent is to engage someone like Hank Green does, 00:15:48.860 --> 00:15:50.690 then you have to think about the way 00:15:50.690 --> 00:15:52.350 that you're writing your script. 00:15:52.350 --> 00:15:56.810 And again that may sound like a very abstract tip. 00:15:56.810 --> 00:15:58.490 So what I would say is, if you're 00:15:58.490 --> 00:16:01.190 struggling with that in your script, 00:16:01.190 --> 00:16:03.530 literally read your words aloud. 00:16:03.530 --> 00:16:07.100 And then put your script away so that you can't see it. 00:16:07.100 --> 00:16:10.630 And just explain your sentence sort 00:16:10.630 --> 00:16:14.840 of ad libbed to someone next to you. 00:16:14.840 --> 00:16:16.810 So this happens a lot to me. 00:16:16.810 --> 00:16:18.840 I actually went through all the exercises 00:16:18.840 --> 00:16:21.160 that you guys are going to do this month myself 00:16:21.160 --> 00:16:24.470 to sort of see if what I was saying made sense. 00:16:24.470 --> 00:16:27.630 And George and I created an episode about snot. 00:16:27.630 --> 00:16:29.964 And the writing process for me was a lot harder for me 00:16:29.964 --> 00:16:32.130 than I thought it would be, even though I've coached 00:16:32.130 --> 00:16:33.350 so many people through it. 00:16:33.350 --> 00:16:35.860 And it was because I fell into this habit 00:16:35.860 --> 00:16:37.720 of being super newscastery. 00:16:37.720 --> 00:16:40.390 And that's my personal habit that-- I'll say things like, 00:16:40.390 --> 00:16:42.350 you think this would do this. 00:16:42.350 --> 00:16:44.120 But turns out, it doesn't. 00:16:44.120 --> 00:16:45.302 Right? 00:16:45.302 --> 00:16:46.760 And I would say, this sounds awful. 00:16:46.760 --> 00:16:48.520 And George would take my script away 00:16:48.520 --> 00:16:51.840 and he would say, Elizabeth, what is so cool about snot? 00:16:51.840 --> 00:16:53.690 And I'd say, well it's awesome because you 00:16:53.690 --> 00:16:55.357 think that it's just like this crap that 00:16:55.357 --> 00:16:56.315 flows out of your body. 00:16:56.315 --> 00:16:58.900 But it turns out that has like all these really amazing things 00:16:58.900 --> 00:17:00.220 about it. 00:17:00.220 --> 00:17:02.610 And he would say, well you should just say that. 00:17:02.610 --> 00:17:07.050 So as you script, or as you try to think of ideas, 00:17:07.050 --> 00:17:07.930 turn to your partner. 00:17:07.930 --> 00:17:11.950 And just tell them as you would tell anyone what it is 00:17:11.950 --> 00:17:14.959 you're trying to convey, what it is you're excited about. 00:17:14.959 --> 00:17:17.000 Do you need to do-- want to add anything to that? 00:17:17.000 --> 00:17:19.650 PROFESSOR: Well, I think right now 00:17:19.650 --> 00:17:22.890 we've got about 35 minutes before the end of class. 00:17:22.890 --> 00:17:24.405 And I suspect we have some wrap up 00:17:24.405 --> 00:17:26.530 that we need to do to talk about what to do tonight 00:17:26.530 --> 00:17:28.329 and what to do to get ready for tomorrow. 00:17:28.329 --> 00:17:31.450 So that really puts us more at 20, 25 minutes. 00:17:31.450 --> 00:17:32.750 Right? 00:17:32.750 --> 00:17:35.090 I feel like maybe what we need to do 00:17:35.090 --> 00:17:37.710 is old school actually have each of one of you 00:17:37.710 --> 00:17:40.080 think with paper and pen and brainstorm a little. 00:17:40.080 --> 00:17:42.540 And then come back together as a group a little bit, 00:17:42.540 --> 00:17:45.480 so that you have some time to really conceptualized. 00:17:45.480 --> 00:17:47.980 Like if I were to do this on my own, 00:17:47.980 --> 00:17:53.000 I'm just saying like, I would actually do an old school 00:17:53.000 --> 00:17:54.940 spiderweb to get my ideas out. 00:17:54.940 --> 00:17:57.520 Which is-- put this guy down here. 00:17:57.520 --> 00:18:00.280 I would actually probably put my topic in the middle 00:18:00.280 --> 00:18:02.020 and start brainstorming everything 00:18:02.020 --> 00:18:07.730 that I can about it to just keep me thinking about what, like-- 00:18:07.730 --> 00:18:11.060 and then to maybe realize if shipbuilding is in the middle 00:18:11.060 --> 00:18:14.736 here and we talked about ships, like what specifically 00:18:14.736 --> 00:18:16.110 within ships am I thinking about? 00:18:16.110 --> 00:18:18.180 Did we want to talk about sea sickness? 00:18:18.180 --> 00:18:21.280 All right, then if I wanted to talk sea sickness, 00:18:21.280 --> 00:18:23.020 what would I put in my video? 00:18:23.020 --> 00:18:23.520 Right? 00:18:23.520 --> 00:18:25.410 And to really visualize for yourself, 00:18:25.410 --> 00:18:28.630 all the topics, concept, things you would want to film. 00:18:28.630 --> 00:18:30.480 And then start getting a sense for yourself 00:18:30.480 --> 00:18:32.410 of whether or not this is a doable concept. 00:18:32.410 --> 00:18:35.120 And you may realize that actually this 00:18:35.120 --> 00:18:37.500 is the branch I want to keep exploring, 00:18:37.500 --> 00:18:39.600 as opposed to this whole big thing. 00:18:39.600 --> 00:18:41.922 And if this were my brain, that's how this would work. 00:18:41.922 --> 00:18:44.130 But if there's a different way that your brain works, 00:18:44.130 --> 00:18:46.840 we want you-- I would think that you should use 00:18:46.840 --> 00:18:48.930 this time a little bit solo. 00:18:48.930 --> 00:18:52.360 And then we'll have a chance to maybe bounce some ideas off. 00:18:52.360 --> 00:18:54.190 So I feel like people, at least what 00:18:54.190 --> 00:18:56.535 I heard from people was that this morning was 00:18:56.535 --> 00:18:57.160 really helpful. 00:18:57.160 --> 00:18:58.576 But it made you realize you really 00:18:58.576 --> 00:19:00.210 need to narrow your topic and really 00:19:00.210 --> 00:19:02.170 think it through a little bit. 00:19:02.170 --> 00:19:04.690 So maybe what we do is we spend about 10 minutes quietly 00:19:04.690 --> 00:19:08.430 working on our own to really flesh out our concepts. 00:19:08.430 --> 00:19:11.180 And then we get back together as a group. 00:19:11.180 --> 00:19:12.130 Do you need paper. 00:19:12.130 --> 00:19:13.092 I have paper. 00:19:13.092 --> 00:19:15.050 Does anyone need-- you need some paper and pen? 00:19:15.050 --> 00:19:17.550 I'll go grab them in my office. 00:19:17.550 --> 00:19:18.320 I'll go get some. 00:19:18.320 --> 00:19:19.236 PROFESSOR: Real quick. 00:19:19.236 --> 00:19:21.150 I mean, there are so many strategies. 00:19:21.150 --> 00:19:23.250 And some people have different preferences 00:19:23.250 --> 00:19:24.800 of beginning to script. 00:19:24.800 --> 00:19:26.940 I wasn't going to share this until tonight. 00:19:26.940 --> 00:19:29.940 But maybe it would help to do it right now. 00:19:29.940 --> 00:19:32.030 So when I was sitting down to script 00:19:32.030 --> 00:19:33.914 the snot episode-- and again, I'm 00:19:33.914 --> 00:19:35.830 not saying that this is the best way to do it. 00:19:35.830 --> 00:19:38.420 Nor am I saying it's the right way to do it. 00:19:38.420 --> 00:19:41.202 But I was fixated on the idea that your body 00:19:41.202 --> 00:19:42.410 makes a gallon of snot a day. 00:19:42.410 --> 00:19:45.950 That was really the seed that began the idea of the episode. 00:19:45.950 --> 00:19:48.190 So George, who you'll meet tomorrow, 00:19:48.190 --> 00:19:51.100 said, well just list every amazing thing 00:19:51.100 --> 00:19:52.850 about snot that you want to talk about. 00:19:52.850 --> 00:19:56.360 So I didn't even start with an idea of a story or anything. 00:19:56.360 --> 00:20:03.330 All I did was list every sort of fact 00:20:03.330 --> 00:20:06.460 about mucus that I was interested in. 00:20:06.460 --> 00:20:08.690 And this is sort of the same concept of having a web. 00:20:08.690 --> 00:20:10.220 I just put in a list. 00:20:10.220 --> 00:20:13.270 But it doesn't really matter. 00:20:13.270 --> 00:20:16.850 And as I was going through-- and some of this 00:20:16.850 --> 00:20:19.830 was stuff that I had learned in a class I took as an undergrad. 00:20:19.830 --> 00:20:23.720 So I was looking through my old notes, basically. 00:20:23.720 --> 00:20:25.850 There was a lot of stuff in here. 00:20:25.850 --> 00:20:30.270 And I ended up taking out maybe 2/3 of it for the final script. 00:20:30.270 --> 00:20:33.560 But this is what got me started. 00:20:33.560 --> 00:20:34.870 Mucus as a problem. 00:20:34.870 --> 00:20:36.660 Mucus as a solution to things. 00:20:36.660 --> 00:20:39.500 Just like random, cool facts about mucus. 00:20:39.500 --> 00:20:42.440 The research that's happening. 00:20:42.440 --> 00:20:46.320 And just the process of going through all of these things 00:20:46.320 --> 00:20:48.040 helped me discover a story. 00:20:48.040 --> 00:20:49.720 And just the process did. 00:20:49.720 --> 00:20:53.240 So if you would find it helpful to do sort of a brain dump idea 00:20:53.240 --> 00:20:55.700 in the next 10 minutes, feel free to do that. 00:20:55.700 --> 00:20:57.640 Again, we're not saying that you have 00:20:57.640 --> 00:20:59.580 to do any of these methods. 00:20:59.580 --> 00:21:02.920 But this is what's helped me personally 00:21:02.920 --> 00:21:04.400 in the practice of doing this. 00:21:04.400 --> 00:21:07.380 So feel free to do something like this. 00:21:07.380 --> 00:21:11.470 I had some ideas of demos I could do. 00:21:11.470 --> 00:21:12.290 Ted Ed. 00:21:12.290 --> 00:21:14.670 When they recruit people to write scripts, 00:21:14.670 --> 00:21:16.570 they have a requirement that you have 00:21:16.570 --> 00:21:18.185 a sharable fact in your video. 00:21:18.185 --> 00:21:20.560 So what's the fact in the video that's going to go viral? 00:21:20.560 --> 00:21:23.270 So I was brainstorming, what could be some shareable facts 00:21:23.270 --> 00:21:24.820 in the script? 00:21:24.820 --> 00:21:30.600 And then I was thinking about what's the point? 00:21:30.600 --> 00:21:31.810 Mucus is alive. 00:21:31.810 --> 00:21:34.620 that actually ended up not making the final video at all. 00:21:34.620 --> 00:21:36.930 But the exercise and the act of doing that 00:21:36.930 --> 00:21:38.930 helped me figure out what the point of the video 00:21:38.930 --> 00:21:41.260 was going to be. 00:21:41.260 --> 00:21:44.590 PROFESSOR: So let's maybe spend like 5 to 10 minutes 00:21:44.590 --> 00:21:48.740 of just quiet time for you to really think about your topic. 00:21:48.740 --> 00:21:52.145 And then maybe we can like slowly check in with people, 00:21:52.145 --> 00:21:53.520 and then maybe come back together 00:21:53.520 --> 00:21:55.478 and see if people are struggling with anything. 00:21:57.990 --> 00:21:59.900 I assume that from you're head nods that 00:21:59.900 --> 00:22:00.936 sounds like a good plan? 00:22:00.936 --> 00:22:01.436 Yes. 00:22:01.436 --> 00:22:03.687 OK. 00:22:03.687 --> 00:22:07.180 [NO SPEECH] 00:24:56.341 --> 00:24:58.210 PROFESSOR: Do you know of omnivores? 00:24:58.210 --> 00:24:58.710 What is it? 00:24:58.710 --> 00:24:59.472 Not omnivores. 00:24:59.472 --> 00:25:00.180 What's it called? 00:25:00.180 --> 00:25:00.805 Opportunivores. 00:25:03.060 --> 00:25:04.012 AUDIENCE: No. 00:25:04.012 --> 00:25:04.970 PROFESSOR: No. 00:25:04.970 --> 00:25:09.016 They're people who like running food. 00:25:09.016 --> 00:25:09.775 It's like a-- 00:25:09.775 --> 00:25:10.360 AUDIENCE: They discover? 00:25:10.360 --> 00:25:11.980 PROFESSOR: So I have this great story 00:25:11.980 --> 00:25:15.326 I'll have to give you if this is what you decide to do. 00:25:15.326 --> 00:25:17.050 A non-fiction piece that was written 00:25:17.050 --> 00:25:21.745 by a journalist exploring people who actually live off 00:25:21.745 --> 00:25:24.135 of people's decomposing food scraps. 00:25:24.135 --> 00:25:25.819 AUDIENCE: Oh, so like freegans? 00:25:25.819 --> 00:25:26.610 PROFESSOR: I guess. 00:25:26.610 --> 00:25:28.432 Is that another work for it? 00:25:28.432 --> 00:25:31.915 Like I know-- I actually do know some people 00:25:31.915 --> 00:25:34.040 who their diets is basically composed of free food. 00:25:34.040 --> 00:25:34.410 PROFESSOR: Right? 00:25:34.410 --> 00:25:35.576 And like what is fermenting? 00:25:35.576 --> 00:25:37.380 Fermenting if like beer and cheese. 00:25:37.380 --> 00:25:42.030 And like fermenting is a whole other concept in here, right? 00:25:42.030 --> 00:25:44.888 Which is actually a really cool concept. 00:25:44.888 --> 00:25:45.388 I know. 00:25:45.388 --> 00:25:49.284 I kind of was like there's a lot of things like beer and cheese. 00:25:49.284 --> 00:25:51.232 And I was like, what isn't there anything 00:25:51.232 --> 00:25:52.693 of that I'm interested in? 00:25:52.693 --> 00:25:55.160 I guess the conflict I have right now is that is 00:25:55.160 --> 00:25:57.076 seems people are more interested in volcanoes. 00:25:57.076 --> 00:26:00.120 And that's easier because I actually know a lot about this. 00:26:00.120 --> 00:26:02.370 This would be something I'd have to learn about a lot. 00:26:02.370 --> 00:26:02.989 PROFESSOR: OK. 00:26:02.989 --> 00:26:05.155 AUDIENCE: But that's kind of what I want to do more. 00:26:05.155 --> 00:26:05.738 PROFESSOR: OK. 00:26:05.738 --> 00:26:08.037 AUDIENCE: Is I want to learn a topic as opposed to just 00:26:08.037 --> 00:26:09.120 going in with what I know. 00:26:09.120 --> 00:26:12.742 PROFESSOR: What makes you excited about this topic? 00:26:12.742 --> 00:26:14.450 AUDIENCE: I don't know anything about it. 00:26:14.450 --> 00:26:19.180 And I think that's something that happens a lot. 00:26:19.180 --> 00:26:22.880 Whether it's because my dorm hall's 00:26:22.880 --> 00:26:24.922 terrible at maintaining our fridge. 00:26:24.922 --> 00:26:26.381 And there's always things in there. 00:26:26.381 --> 00:26:27.463 PROFESSOR: That's rotting? 00:26:27.463 --> 00:26:28.510 AUDIENCE: That's rotting. 00:26:28.510 --> 00:26:29.740 And I'm looking at it, and it's like wow. 00:26:29.740 --> 00:26:31.680 This is the-- how did this beautiful broccoli 00:26:31.680 --> 00:26:35.173 turn into this black muck? 00:26:35.173 --> 00:26:38.675 And different things like that. 00:26:38.675 --> 00:26:40.800 That's actually something that fascinates me a lot. 00:26:40.800 --> 00:26:44.175 Like the transformation. 00:26:44.175 --> 00:26:45.650 PROFESSOR: And like why do things-- 00:26:45.650 --> 00:26:47.150 AUDIENCE: And like different things. 00:26:47.150 --> 00:26:49.602 Why things-- some things decompose in different ways 00:26:49.602 --> 00:26:54.160 like where if meats starts to rot, then even if you cook it, 00:26:54.160 --> 00:26:56.034 it's not going-- that's not good. 00:26:56.034 --> 00:26:56.950 You just can't eat it. 00:26:56.950 --> 00:27:01.690 But some things you can kind of like say, well, if you cook it 00:27:01.690 --> 00:27:04.280 well enough, it'll be fine. 00:27:04.280 --> 00:27:07.580 And also like the whole concept of how you prevent this. 00:27:07.580 --> 00:27:09.522 you know like these-- I was looking at it 00:27:09.522 --> 00:27:11.230 and there's like all these different ways 00:27:11.230 --> 00:27:14.450 that you could prevent-- just like they have the three 00:27:14.450 --> 00:27:17.164 topics of like killing things. 00:27:17.164 --> 00:27:19.060 How to like bacteria and fungi that cause it. 00:27:19.060 --> 00:27:22.378 And it's like attacking like preventing 00:27:22.378 --> 00:27:23.800 like their functions. 00:27:23.800 --> 00:27:25.510 I think they're like their enzymes. 00:27:25.510 --> 00:27:29.814 And then there's more like controlling a growth. 00:27:29.814 --> 00:27:31.730 PROFESSOR: So maybe-- I mean I love this story 00:27:31.730 --> 00:27:33.989 that you picked. 00:27:33.989 --> 00:27:36.030 PS remind me sometime to tell you about the story 00:27:36.030 --> 00:27:38.130 I wrote for Backpacker magazine where 00:27:38.130 --> 00:27:40.670 I took a whole backpacks worth of food 00:27:40.670 --> 00:27:43.580 and saw what rotted over the course of a week 00:27:43.580 --> 00:27:45.800 to see what the best foods are to take hiking. 00:27:45.800 --> 00:27:48.465 So I did a piece on this in my earlier days 00:27:48.465 --> 00:27:49.520 and it was really fun. 00:27:49.520 --> 00:27:51.630 But I actually found that there were 00:27:51.630 --> 00:27:57.294 maggots that showed up in the completely sealed bologna. 00:27:57.294 --> 00:27:58.585 And it grossed me out entirely. 00:27:58.585 --> 00:28:00.650 Because you like, they must have been there from the start. 00:28:00.650 --> 00:28:01.514 That's terrifying. 00:28:01.514 --> 00:28:03.680 AUDIENCE: Yeah, that's-- Yeah. 00:28:03.680 --> 00:28:05.350 The things that like start and they-- 00:28:05.350 --> 00:28:07.592 with meat and like things that the animal has-- 00:28:07.592 --> 00:28:08.300 PROFESSOR: Right. 00:28:08.300 --> 00:28:10.640 AUDIENCE: Go through the entire process and they survive. 00:28:10.640 --> 00:28:11.270 PROFESSOR: Right. 00:28:11.270 --> 00:28:12.894 But the story that I love that you just 00:28:12.894 --> 00:28:15.220 told me about was you going into your dorm 00:28:15.220 --> 00:28:17.550 and seeing that broccoli and being like, why did this 00:28:17.550 --> 00:28:18.050 happen? 00:28:18.050 --> 00:28:19.460 And what does it smell so bad? 00:28:19.460 --> 00:28:22.345 And you can make your whole five minute piece about that. 00:28:22.345 --> 00:28:22.970 AUDIENCE: Yeah. 00:28:22.970 --> 00:28:24.428 PROFESSOR: Do you know what I mean? 00:28:24.428 --> 00:28:28.300 Like just that little anecdote of you looking in your fridge 00:28:28.300 --> 00:28:30.530 and seeing this nasty broccoli and being 00:28:30.530 --> 00:28:33.040 like, why does this happen? 00:28:33.040 --> 00:28:34.400 That's your story. 00:28:34.400 --> 00:28:35.185 You know? 00:28:35.185 --> 00:28:35.660 AUDIENCE: And I thought-- 00:28:35.660 --> 00:28:37.580 PROFESSOR: And then all this comes from that. 00:28:37.580 --> 00:28:39.010 AUDIENCE: It's just like a very big topic. 00:28:39.010 --> 00:28:40.510 Because I made my video and I looked 00:28:40.510 --> 00:28:43.860 and I don't really go that far into anything. 00:28:43.860 --> 00:28:45.485 And it's five minutes already. 00:28:45.485 --> 00:28:45.985 You know? 00:28:45.985 --> 00:28:46.350 And I've-- 00:28:46.350 --> 00:28:48.433 PROFESSOR: But if you were to really narrowly look 00:28:48.433 --> 00:28:51.390 at what's going on what that broccoli, 00:28:51.390 --> 00:28:53.700 that's actually a really great five minute piece. 00:28:53.700 --> 00:28:56.620 AUDIENCE: Because like, I mean, I looked on YouTube. 00:28:56.620 --> 00:28:58.580 They have this time-lapse of things decaying. 00:28:58.580 --> 00:29:00.770 But there's nothing ever explains why, or how, 00:29:00.770 --> 00:29:01.750 or what does it. 00:29:01.750 --> 00:29:02.504 PROFESSOR: Right. 00:29:02.504 --> 00:29:04.170 AUDIENCE: Like, basically the only thing 00:29:04.170 --> 00:29:06.169 that there is on the internet in like video form 00:29:06.169 --> 00:29:07.350 is watching things. 00:29:07.350 --> 00:29:08.475 But there's no explanation. 00:29:08.475 --> 00:29:11.660 PROFESSOR: Of like why does it become so darn smelly? 00:29:11.660 --> 00:29:12.421 Right? 00:29:12.421 --> 00:29:14.670 AUDIENCE: You know, I can go and read academic papers. 00:29:14.670 --> 00:29:16.410 But academic papers are academic papers. 00:29:16.410 --> 00:29:16.670 PROFESSOR: Yeah. 00:29:16.670 --> 00:29:19.003 But also the question-- I mean, if you think about this, 00:29:19.003 --> 00:29:21.710 if your center becomes instead of food decomposition, 00:29:21.710 --> 00:29:23.220 but broccoli. 00:29:23.220 --> 00:29:23.930 The broccoli. 00:29:23.930 --> 00:29:24.480 Right? 00:29:24.480 --> 00:29:25.902 Looking at that broccoli. 00:29:25.902 --> 00:29:27.360 So many questions come out of that. 00:29:27.360 --> 00:29:30.010 Like when is it not OK to eat it? 00:29:30.010 --> 00:29:30.850 It looks nasty. 00:29:30.850 --> 00:29:32.380 But is it still safe to eat it? 00:29:32.380 --> 00:29:34.260 I'm like what's happening in there? 00:29:34.260 --> 00:29:37.322 And how long can I expect my broccoli to last? 00:29:37.322 --> 00:29:39.030 There's this cool people you might end up 00:29:39.030 --> 00:29:41.640 wanting to talk to you. 00:29:41.640 --> 00:29:45.130 That I went to an innovation conference last year 00:29:45.130 --> 00:29:47.065 the-- I'll have to look up the name. 00:29:47.065 --> 00:29:51.200 These people made this device to be able to tell you when you're 00:29:51.200 --> 00:29:52.885 food is rotting in your fridge. 00:29:52.885 --> 00:29:54.510 And it's an innovation that's happening 00:29:54.510 --> 00:29:55.885 on campus that you could actually 00:29:55.885 --> 00:29:57.550 go talk to those people. 00:29:57.550 --> 00:29:59.490 That they've actually really, really 00:29:59.490 --> 00:30:01.430 thought deeply about food waste. 00:30:01.430 --> 00:30:04.540 And created a device that attach to your fridge 00:30:04.540 --> 00:30:07.170 to tell you like bananas are going bad in three days. 00:30:07.170 --> 00:30:08.160 You know? 00:30:08.160 --> 00:30:09.500 And they are people on campus. 00:30:09.500 --> 00:30:11.000 So I have to think about their name, 00:30:11.000 --> 00:30:12.625 but there's this really cool lab that's 00:30:12.625 --> 00:30:15.164 actually really exploring this topic that you could talk to. 00:30:15.164 --> 00:30:16.580 AUDIENCE: And then I actually just 00:30:16.580 --> 00:30:18.231 had a random idea that was completely 00:30:18.231 --> 00:30:20.036 unrelated to everything I had before. 00:30:20.036 --> 00:30:22.286 Which is the concept of a world without decomposition, 00:30:22.286 --> 00:30:23.535 and what that would look like. 00:30:23.535 --> 00:30:25.300 PROFESSOR: Why do things die? 00:30:25.300 --> 00:30:26.360 Or sort of-- 00:30:26.360 --> 00:30:28.527 AUDIENCE: A world in which things did not decompose. 00:30:28.527 --> 00:30:30.151 PROFESSOR: What would that looked like? 00:30:30.151 --> 00:30:30.830 AUDIENCE: Yeah. 00:30:30.830 --> 00:30:32.230 PROFESSOR: Which better gets to the question, 00:30:32.230 --> 00:30:32.980 why do things die? 00:30:32.980 --> 00:30:33.604 AUDIENCE: Yeah. 00:30:33.604 --> 00:30:34.450 PROFESSOR: Right? 00:30:34.450 --> 00:30:36.075 AUDIENCE: Well, I mean things would die 00:30:36.075 --> 00:30:37.620 but then they would just sit there. 00:30:37.620 --> 00:30:38.328 PROFESSOR: Right? 00:30:38.328 --> 00:30:39.960 Why do things decompose? 00:30:39.960 --> 00:30:42.890 AUDIENCE: And if they had to be broken down by other 00:30:42.890 --> 00:30:44.722 means than just bacteria and fungi. 00:30:44.722 --> 00:30:46.180 PROFESSOR: The decomposition cycle. 00:30:46.180 --> 00:30:46.680 Right? 00:30:46.680 --> 00:30:49.750 AUDIENCE: Without a need for carbon and nitrogen cycles. 00:30:49.750 --> 00:30:51.940 PROFESSOR: That's much conceptually harder 00:30:51.940 --> 00:30:55.280 than a concrete broccoli. 00:30:55.280 --> 00:30:58.160 But you can allude to this in the exploration 00:30:58.160 --> 00:30:59.045 of that broccoli. 00:30:59.045 --> 00:31:00.045 Do you know what I mean? 00:31:00.045 --> 00:31:00.330 AUDIENCE: Yeah. 00:31:00.330 --> 00:31:02.800 PROFESSOR: By looking at one thing really, really deeply, 00:31:02.800 --> 00:31:06.780 you actually allow yourself the ability to abstract from it. 00:31:06.780 --> 00:31:09.470 That-- think for a few minutes about that broccoli. 00:31:09.470 --> 00:31:10.940 A little more. 00:31:10.940 --> 00:31:13.500 Cool 00:31:13.500 --> 00:31:15.790 How are you doing? 00:31:15.790 --> 00:31:17.414 AUDIENCE: After talking to [INAUDIBLE], 00:31:17.414 --> 00:31:19.410 I realized probably my initial idea 00:31:19.410 --> 00:31:27.144 is I want to go into talking about how 00:31:27.144 --> 00:31:28.392 we go from [INAUDIBLE]. 00:31:33.714 --> 00:31:34.380 PROFESSOR: Time? 00:31:34.380 --> 00:31:35.378 AUDIENCE: Yeah. 00:31:35.378 --> 00:31:36.376 I will think of that. 00:31:36.376 --> 00:31:40.867 And then another topic, closely related topic [INAUDIBLE]. 00:31:40.867 --> 00:31:45.358 The one I submitted was the pre-conceptual time traveling. 00:31:47.860 --> 00:31:49.630 PROFESSOR: Is time travel even possible? 00:31:49.630 --> 00:31:50.100 Is that the question? 00:31:50.100 --> 00:31:50.330 AUDIENCE: No. 00:31:50.330 --> 00:31:50.829 Not really. 00:31:50.829 --> 00:31:54.220 More along the lines of problems with time traveling. 00:31:54.220 --> 00:31:56.658 Like for example, there's the grandfather paradox. 00:31:56.658 --> 00:32:00.081 And then the idea and theory of the multiverse universe. 00:32:00.081 --> 00:32:04.000 And multiverse theory [INAUDIBLE]. 00:32:04.000 --> 00:32:05.820 PROFESSOR: But I mean, even like the idea 00:32:05.820 --> 00:32:10.480 of like is time travel possible is a really cool concept. 00:32:10.480 --> 00:32:12.180 AUDIENCE: But it's really broad. 00:32:12.180 --> 00:32:12.680 Right? 00:32:12.680 --> 00:32:16.142 AUDIENCE: That's why I decided not to delve into time travel, 00:32:16.142 --> 00:32:16.850 if it's possible. 00:32:16.850 --> 00:32:19.720 Rather looking at what happened-- 00:32:19.720 --> 00:32:21.280 why concepts for then. 00:32:21.280 --> 00:32:22.310 I think maybe it's-- 00:32:22.310 --> 00:32:23.085 PROFESSOR: I think you're still too broad. 00:32:23.085 --> 00:32:24.120 AUDIENCE: Yeah. 00:32:24.120 --> 00:32:26.495 PROFESSOR: What-- to tell me more about what you actually 00:32:26.495 --> 00:32:27.955 do in your studies. 00:32:27.955 --> 00:32:29.330 AUDIENCE: That's what you think-- 00:32:29.330 --> 00:32:31.100 PROFESSOR: But what about-- like, 00:32:31.100 --> 00:32:32.891 there's got to be something in there that's 00:32:32.891 --> 00:32:35.802 really exciting to you that you could explore. 00:32:35.802 --> 00:32:36.760 AUDIENCE: I mean, yeah. 00:32:36.760 --> 00:32:41.257 But I really doubt kids would even 00:32:41.257 --> 00:32:47.110 really want to see how a computer does information. 00:32:47.110 --> 00:32:48.631 Because mostly I do AI. 00:32:48.631 --> 00:32:51.692 So, it's lot-- It's to do a lot with like filtering 00:32:51.692 --> 00:32:55.225 of information and deciding what we do with our information. 00:32:55.225 --> 00:32:58.950 PROFESSOR: But I mean, this came up with a different group. 00:32:58.950 --> 00:33:01.649 Which is when type-- filtering information's actually 00:33:01.649 --> 00:33:02.440 really interesting. 00:33:02.440 --> 00:33:04.330 Like when I Google something, how 00:33:04.330 --> 00:33:08.270 does my computer know what to send me? 00:33:08.270 --> 00:33:10.370 That's actually a really interesting question. 00:33:10.370 --> 00:33:10.870 Right? 00:33:10.870 --> 00:33:13.822 If I'm using Google Shopper, how does it know-- 00:33:13.822 --> 00:33:15.030 AUDIENCE: Identify what you-- 00:33:15.030 --> 00:33:15.970 PROFESSOR: You know? 00:33:15.970 --> 00:33:19.282 And explaining that like a system. 00:33:19.282 --> 00:33:22.103 That's actually interesting. 00:33:22.103 --> 00:33:24.436 AUDIENCE: Bringing that layman terms can be challenging. 00:33:24.436 --> 00:33:26.720 PROFESSOR: But important. 00:33:26.720 --> 00:33:27.710 Right? 00:33:27.710 --> 00:33:29.270 AUDIENCE: That would be quite hard. 00:33:29.270 --> 00:33:31.395 PROFESSOR: I mean, is it possible to pick something 00:33:31.395 --> 00:33:35.160 that you do that's conceptually hard but to really flesh it 00:33:35.160 --> 00:33:38.080 out to challenge yourself to think about how 00:33:38.080 --> 00:33:40.780 to describe that or show that. 00:33:40.780 --> 00:33:42.140 Like the train concept. 00:33:42.140 --> 00:33:43.240 A little bit hard. 00:33:43.240 --> 00:33:44.310 But I kind of got it. 00:33:44.310 --> 00:33:45.269 Right? 00:33:45.269 --> 00:33:47.685 Is there something that you could-- something in your work 00:33:47.685 --> 00:33:49.185 that you're passionate about and you 00:33:49.185 --> 00:33:52.730 know a lot about that you think is actually 00:33:52.730 --> 00:33:56.710 really useful for the public to know, as well. 00:33:56.710 --> 00:33:59.110 AUDIENCE: That's really hard to think about. 00:33:59.110 --> 00:34:01.186 I honestly don't think anything's 00:34:01.186 --> 00:34:04.500 that relevant to the public. 00:34:04.500 --> 00:34:07.490 PROFESSOR: What do you want to do with your degree? 00:34:07.490 --> 00:34:08.989 AUDIENCE: Probably robotics, itself. 00:34:08.989 --> 00:34:09.572 PROFESSOR: OK. 00:34:09.572 --> 00:34:10.960 Robots are really cool topics. 00:34:10.960 --> 00:34:14.198 So what about-- what about robots? 00:34:14.198 --> 00:34:16.300 AUDIENCE: They contain information. 00:34:16.300 --> 00:34:18.929 Probably how they input-- how they take input 00:34:18.929 --> 00:34:20.820 and how they decide what to do. 00:34:20.820 --> 00:34:23.300 PROFESSOR: Great this is an awesome topic. 00:34:23.300 --> 00:34:25.319 Can you think of one very specific question 00:34:25.319 --> 00:34:27.300 that you could answer, ask a robot, 00:34:27.300 --> 00:34:30.040 and how it would be able to figure out the answer it? 00:34:30.040 --> 00:34:30.540 Yes or no? 00:34:30.540 --> 00:34:35.524 Have you ever design a simple robot or a simple machine? 00:34:35.524 --> 00:34:37.420 AUDIENCE: Really rudimentary. 00:34:37.420 --> 00:34:42.909 PROFESSOR: Or like is there any way of very simply showing 00:34:42.909 --> 00:34:44.789 how a machine makes a decision? 00:34:50.303 --> 00:34:51.719 I'm trying-- you know what I mean? 00:34:51.719 --> 00:34:53.094 What I'm trying to push you to do 00:34:53.094 --> 00:34:55.250 is think about it robotics were exciting to you, 00:34:55.250 --> 00:34:56.295 is there one teeny-- 00:34:56.295 --> 00:34:58.530 AUDIENCE: The concept behind them are quite abstract. 00:34:58.530 --> 00:35:00.430 That's the thing. 00:35:00.430 --> 00:35:04.600 They're really like mathematically behaving. 00:35:04.600 --> 00:35:05.850 That's why I'm thinking of it. 00:35:05.850 --> 00:35:08.603 I'm not sure how really it can be brought across. 00:35:08.603 --> 00:35:12.054 Or whether is should be brought across in that space. 00:35:12.054 --> 00:35:15.330 So I was actually exploring something maybe a bit more. 00:35:15.330 --> 00:35:19.330 Maybe more on like a pain. 00:35:19.330 --> 00:35:22.582 I was a medic back in the military. 00:35:22.582 --> 00:35:24.760 So dealt with a lot. 00:35:24.760 --> 00:35:26.913 Like every day we see people coming in 00:35:26.913 --> 00:35:28.296 and looking for pain killers. 00:35:28.296 --> 00:35:32.432 So maybe a bit more like for people to understand better. 00:35:32.432 --> 00:35:34.515 PROFESSOR: Like do I take and Advil or an aspirin? 00:35:34.515 --> 00:35:35.730 Like do I take a-- 00:35:35.730 --> 00:35:36.522 AUDIENCE: They're roughly the same thing. 00:35:36.522 --> 00:35:37.021 Yeah. 00:35:37.021 --> 00:35:37.910 Something like that. 00:35:37.910 --> 00:35:40.229 What is the difference in two kinds of medication? 00:35:40.229 --> 00:35:42.020 And why do we take one more than the other? 00:35:42.020 --> 00:35:43.936 But we just assume more useful than the other. 00:35:43.936 --> 00:35:45.370 I don't think so. 00:35:45.370 --> 00:35:48.355 It's more like-- it's like doctor, MD. 00:35:48.355 --> 00:35:48.855 You know? 00:35:48.855 --> 00:35:49.355 OK. 00:35:49.355 --> 00:35:51.320 A bit more explanatory around there. 00:35:51.320 --> 00:35:53.790 So I was thinking of something like that. 00:35:53.790 --> 00:35:57.445 PROFESSOR: But I'd hate to use to not talk about robots when 00:35:57.445 --> 00:35:59.070 that's what you're studying, and that's 00:35:59.070 --> 00:36:03.126 what you're passionate about, just because it's hard. 00:36:03.126 --> 00:36:05.450 AUDIENCE: I don't think it's because its hard. 00:36:05.450 --> 00:36:08.360 I mean, if it were to be an instructional video for someone 00:36:08.360 --> 00:36:11.740 at my level, maybe it's not un-doable. 00:36:11.740 --> 00:36:14.570 PROFESSOR: But is there anything within robots 00:36:14.570 --> 00:36:16.891 that you think is a cool idea. 00:36:16.891 --> 00:36:17.390 Simple. 00:36:17.390 --> 00:36:19.330 A simple, simple, simple something. 00:36:19.330 --> 00:36:22.690 So not everything about how a robot works. 00:36:22.690 --> 00:36:27.714 But even how to get-- just something very simple. 00:36:27.714 --> 00:36:29.130 I don't know your world old enough 00:36:29.130 --> 00:36:32.730 to be able to help you think about what is that thing. 00:36:32.730 --> 00:36:34.690 But I challenge you to think for a few minutes 00:36:34.690 --> 00:36:39.760 really deeply about what within the robots 00:36:39.760 --> 00:36:41.580 is a simple enough concept? 00:36:41.580 --> 00:36:42.760 Do you have an idea? 00:36:42.760 --> 00:36:43.850 AUDIENCE: I actually-- just listening in 00:36:43.850 --> 00:36:45.110 and I know something I think is really cool. 00:36:45.110 --> 00:36:46.118 PROFESSOR: What? 00:36:46.118 --> 00:36:49.460 AUDIENCE: I very basic on-- but this might still 00:36:49.460 --> 00:36:50.412 be too complex. 00:36:50.412 --> 00:36:53.101 But probability based maps. 00:36:53.101 --> 00:36:54.934 AUDIENCE: Probability-based maps as in based 00:36:54.934 --> 00:36:58.190 on the probability of what-- something happening 00:36:58.190 --> 00:37:00.610 that you predict what that is? 00:37:00.610 --> 00:37:02.062 AUDIENCE: Like when the robot has 00:37:02.062 --> 00:37:05.934 to construct a map of an area it doesn't know. 00:37:05.934 --> 00:37:06.902 AUDIENCE: Oh, mapping. 00:37:06.902 --> 00:37:08.354 Yuck. 00:37:08.354 --> 00:37:09.806 Not my favorite project. 00:37:09.806 --> 00:37:10.774 Done before. 00:37:10.774 --> 00:37:12.649 Yeah. 00:37:12.649 --> 00:37:14.440 PROFESSOR: But if you can think-- maybe you 00:37:14.440 --> 00:37:17.030 brainstorm for a second about robots 00:37:17.030 --> 00:37:22.267 to see if you can get narrow enough that it's a concept. 00:37:22.267 --> 00:37:24.600 PROFESSOR: I mean, I think that there's a seedling here. 00:37:24.600 --> 00:37:25.272 Right? 00:37:25.272 --> 00:37:29.850 But like what is the relate-ability and the drama 00:37:29.850 --> 00:37:30.906 that's hooking people in? 00:37:30.906 --> 00:37:31.406 Right? 00:37:31.406 --> 00:37:33.194 Because I personally think that it's 00:37:33.194 --> 00:37:36.042 fascinating that we live in the 21st century with all 00:37:36.042 --> 00:37:37.270 these super computers. 00:37:37.270 --> 00:37:41.261 Yet this seemingly basic problem of you 00:37:41.261 --> 00:37:42.892 have constraints x, y, z. 00:37:42.892 --> 00:37:45.390 You can only work four hours in the day. 00:37:45.390 --> 00:37:49.650 You need to make chairs and you need to make tables. 00:37:49.650 --> 00:37:52.100 What's the optimal number of chairs and tables to make? 00:37:52.100 --> 00:37:55.210 Like, that seems like a question that we would be able to solve. 00:37:55.210 --> 00:37:59.250 And the fact that we theoretically actually can't is 00:37:59.250 --> 00:37:59.750 interesting. 00:37:59.750 --> 00:38:02.551 Except there's not enough at stake in that example. 00:38:02.551 --> 00:38:03.051 Right? 00:38:03.051 --> 00:38:05.973 Like people will say, oh, we lose a couple 00:38:05.973 --> 00:38:07.260 cents on making chairs. 00:38:07.260 --> 00:38:09.210 Like, that's no big deal. 00:38:09.210 --> 00:38:12.790 But if you say something like, because integer programs can't 00:38:12.790 --> 00:38:14.790 be solved right now, this is what's 00:38:14.790 --> 00:38:20.180 preventing us from knowing-- like this is the reason, or one 00:38:20.180 --> 00:38:23.312 of the reasons why companies can only 00:38:23.312 --> 00:38:28.510 achieve like certain profit margins, for instance. 00:38:28.510 --> 00:38:31.315 What would happen if we can solve integer programs? 00:38:31.315 --> 00:38:35.540 Like what would happen to humanity, I guess? 00:38:35.540 --> 00:38:36.908 You know? 00:38:36.908 --> 00:38:37.702 AUDIENCE: Hm. 00:38:37.702 --> 00:38:38.660 PROFESSOR: Do you know? 00:38:38.660 --> 00:38:40.402 I mean, I don't know. 00:38:40.402 --> 00:38:43.755 AUDIENCE: It's just means that-- when 00:38:43.755 --> 00:38:45.756 they say you can't solve a problem, 00:38:45.756 --> 00:38:49.632 just saying that you can't solve is easier 00:38:49.632 --> 00:38:53.790 than the-- you actually can solve it. 00:38:53.790 --> 00:38:55.870 By the way to solve it is to just go 00:38:55.870 --> 00:38:57.900 through every single point on the graph 00:38:57.900 --> 00:38:59.400 PROFESSOR: So it's very inefficient. 00:38:59.400 --> 00:39:00.650 AUDIENCE: It's just complete-- 00:39:00.650 --> 00:39:03.503 PROFESSOR: So like it limits us to the types of problems 00:39:03.503 --> 00:39:04.044 we can solve. 00:39:04.044 --> 00:39:05.466 AUDIENCE: Yes. 00:39:05.466 --> 00:39:07.840 AUDIENCE: You can solve it for like very small variables. 00:39:07.840 --> 00:39:08.930 Like in this case, it's two variables. 00:39:08.930 --> 00:39:09.834 So you can solve it. 00:39:09.834 --> 00:39:10.500 PROFESSOR: Yeah. 00:39:10.500 --> 00:39:12.550 But you can't solve until you proof the problems. 00:39:12.550 --> 00:39:14.285 AUDIENCE: The more variables than-- actually I 00:39:14.285 --> 00:39:15.410 was mentioning this before. 00:39:15.410 --> 00:39:19.175 I think it's called it n problem. 00:39:19.175 --> 00:39:19.800 AUDIENCE: What? 00:39:19.800 --> 00:39:22.860 You know how you were saying as long as the number of variables 00:39:22.860 --> 00:39:26.225 increased, the number of times you must try exponentially 00:39:26.225 --> 00:39:30.000 that you can't really solve the problem. 00:39:30.000 --> 00:39:32.773 AUDIENCE: There's a concept called NPI. 00:39:32.773 --> 00:39:34.220 Or NP. 00:39:34.220 --> 00:39:36.895 So it's about categorizing a problem. 00:39:36.895 --> 00:39:39.320 How difficult a problem is. 00:39:39.320 --> 00:39:41.497 And if it's harder than this problem-- 00:39:41.497 --> 00:39:42.830 PROFESSOR: I think that's very-- 00:39:42.830 --> 00:39:47.522 AUDIENCE: Like problem in the world can be made into a type 00:39:47.522 --> 00:39:49.447 of problem called a-- I'm forgetting like-- 00:39:49.447 --> 00:39:50.822 PROFESSOR: You should write this. 00:39:50.822 --> 00:39:53.456 I think like maybe this might be specific enough. 00:39:53.456 --> 00:39:54.080 AUDIENCE: Yeah. 00:39:54.080 --> 00:39:56.120 This sounds really-- because-- 00:39:56.120 --> 00:41:48.110 [INTERPOSING VOICES] 00:43:52.050 --> 00:43:55.310 PROFESSOR: You don't have to baby anything down 00:43:55.310 --> 00:43:56.130 for the audience. 00:43:56.130 --> 00:43:56.400 You know what I mean? 00:43:56.400 --> 00:43:58.627 Like you don't have to talk to them like they're ten. 00:43:58.627 --> 00:44:00.960 AUDIENCE: Because that helps encourage the conversations 00:44:00.960 --> 00:44:01.850 afterward, too. 00:44:01.850 --> 00:44:05.650 Because like when I watch a video about something 00:44:05.650 --> 00:44:08.640 that I'm unfamiliar with, if I want to learn more 00:44:08.640 --> 00:44:11.980 I'll go out and search the words that I don't know. 00:44:11.980 --> 00:44:13.580 Like as you with the sixth graders, 00:44:13.580 --> 00:44:15.360 maybe they kept asking questions. 00:44:15.360 --> 00:44:17.050 If they're curious about something 00:44:17.050 --> 00:44:19.680 they'll keep wanting to know about things. 00:44:19.680 --> 00:44:22.889 And so-- and they're are a lot more intel-- 00:44:22.889 --> 00:44:24.680 you think sixth grade was way too long ago. 00:44:24.680 --> 00:44:27.320 But they were very like they're actually intelligent. 00:44:27.320 --> 00:44:29.430 They're actually curious. 00:44:29.430 --> 00:44:33.220 So you don't want to take out things 00:44:33.220 --> 00:44:34.800 that you're saying just because you 00:44:34.800 --> 00:44:36.970 think it's too intelligent for them, 00:44:36.970 --> 00:44:39.710 or it's too far above their level. 00:44:39.710 --> 00:44:42.160 Because if you transition well into it, 00:44:42.160 --> 00:44:44.970 if you script it properly, and do the proper build up-- here's 00:44:44.970 --> 00:44:46.380 your introduction. 00:44:46.380 --> 00:44:48.910 Now these are the details I'm going to talk about. 00:44:48.910 --> 00:44:52.350 Then they'll remember some of those details, 00:44:52.350 --> 00:44:55.079 and look up the things that they still want to know. 00:44:55.079 --> 00:44:57.120 AUDIENCE: Is it OK if we just use the vocabulary, 00:44:57.120 --> 00:45:01.549 but instead of the-- because to say what a problem can become 00:45:01.549 --> 00:45:02.590 two separate [INAUDIBLE]. 00:45:02.590 --> 00:45:04.144 Like a lot of-- 00:45:04.144 --> 00:45:04.810 PROFESSOR: Yeah. 00:45:04.810 --> 00:45:08.640 So for tonight's assignment, we're 00:45:08.640 --> 00:45:10.540 going to have you guys just write 00:45:10.540 --> 00:45:12.360 a rough draft of a script. 00:45:12.360 --> 00:45:14.630 And at this point, I think it's OK 00:45:14.630 --> 00:45:18.690 if you want to err on the side of having too much jargon. 00:45:18.690 --> 00:45:19.390 That's OK. 00:45:19.390 --> 00:45:21.093 Because George and I are going to workshop all the scripts 00:45:21.093 --> 00:45:21.910 with you tomorrow. 00:45:21.910 --> 00:45:22.880 And we'll-- 00:45:22.880 --> 00:45:24.270 It's always a fine balance. 00:45:24.270 --> 00:45:26.651 Because you don't want to sit and define everything. 00:45:26.651 --> 00:45:27.150 Right? 00:45:27.150 --> 00:45:29.441 Like, it's OK to challenge your audience. 00:45:29.441 --> 00:45:33.120 You don't want to alienate them by talking in a language 00:45:33.120 --> 00:45:34.630 that they don't understand. 00:45:34.630 --> 00:45:35.440 Right? 00:45:35.440 --> 00:45:36.910 So it's a balance between that. 00:45:36.910 --> 00:45:40.390 I think for tonight, we want you just like get something 00:45:40.390 --> 00:45:41.500 on paper. 00:45:41.500 --> 00:45:43.910 And so don't get too stressed about that. 00:45:43.910 --> 00:45:47.290 Really focus on what the overarching story's 00:45:47.290 --> 00:45:47.990 going to be. 00:45:47.990 --> 00:45:49.573 AUDIENCE: This is day two of the class 00:45:49.573 --> 00:45:53.155 and scripts take like a long time to write and refine and-- 00:45:53.155 --> 00:45:54.530 PROFESSOR: So we're not expecting 00:45:54.530 --> 00:45:55.488 perfection or anything. 00:45:57.502 --> 00:45:59.960 AUDIENCE: I'm just concerned about like something like this 00:45:59.960 --> 00:46:01.610 because there's no like visual elements 00:46:01.610 --> 00:46:02.760 like what you were saying. 00:46:02.760 --> 00:46:05.516 PROFESSOR: So do you want me to show you the computer-- Or have 00:46:05.516 --> 00:46:05.850 you see the computer? 00:46:05.850 --> 00:46:06.350 AUDIENCE: Yeah. 00:46:06.350 --> 00:46:07.280 I've seen-- You're talking about the one 00:46:07.280 --> 00:46:07.980 where he puts like these pin balls. 00:46:07.980 --> 00:46:08.476 PROFESSOR: With the balls. 00:46:08.476 --> 00:46:08.976 Yeah. 00:46:14.440 --> 00:46:17.580 I don't know any videos on top of my head. 00:46:17.580 --> 00:46:19.110 But what you might want to try doing 00:46:19.110 --> 00:46:21.570 is just looking on YouTube for maybe 00:46:21.570 --> 00:46:24.356 like VSauce of Veritasium videos that 00:46:24.356 --> 00:46:26.410 were about computer engineering and see 00:46:26.410 --> 00:46:28.090 what they used visually. 00:46:28.090 --> 00:46:32.440 Sometimes it's just their persona like on screen. 00:46:32.440 --> 00:46:34.312 VSauce does that a lot because he 00:46:34.312 --> 00:46:36.310 talks a lot about psychological concepts 00:46:36.310 --> 00:46:38.090 that are sort of hard to visualize. 00:46:38.090 --> 00:46:40.410 And it's just him on screen talking. 00:46:40.410 --> 00:46:44.750 He's just visually engaging that way. 00:46:44.750 --> 00:46:45.250 I do agree. 00:46:45.250 --> 00:46:49.130 This is going to be hard to-- it's going 00:46:49.130 --> 00:46:51.370 to be hard to visualize. 00:46:51.370 --> 00:46:54.290 But maybe this is a place where animations could help. 00:46:54.290 --> 00:46:59.730 And I always think animation should be used sparingly. 00:46:59.730 --> 00:47:02.560 People have a tendency to rely on animation 00:47:02.560 --> 00:47:05.380 because think it's like cheaper, or easier to make. 00:47:05.380 --> 00:47:08.749 And when Josh come in, maybe he and I and you 00:47:08.749 --> 00:47:11.290 can talk a little bit more about how you would implement that 00:47:11.290 --> 00:47:13.430 exactly. 00:47:13.430 --> 00:47:17.914 But having a person with just an animated overlay like you 00:47:17.914 --> 00:47:19.580 saw at the beginning of that video, that 00:47:19.580 --> 00:47:22.770 can be a really simple solution to a way 00:47:22.770 --> 00:47:27.180 to engage people visually. 00:47:27.180 --> 00:47:28.915 But I think the idea is-- personally, 00:47:28.915 --> 00:47:31.834 I think the idea is very fascinating. 00:47:31.834 --> 00:47:37.780 The notion that we live in a world where we think we've 00:47:37.780 --> 00:47:41.150 achieved so much technological prowess. 00:47:41.150 --> 00:47:46.500 But a problem that seems so basic like that understanding 00:47:46.500 --> 00:47:49.370 how to solve four, five, six things 00:47:49.370 --> 00:47:52.350 is actually incredibly challenging. 00:47:52.350 --> 00:47:54.770 And this is why. 00:47:54.770 --> 00:47:57.175 This is the thing that we can conceptualize in our minds 00:47:57.175 --> 00:47:58.127 as human. 00:47:58.127 --> 00:47:59.960 But when you try to get a computer to do it, 00:47:59.960 --> 00:48:03.240 like it's actually impossible. 00:48:03.240 --> 00:48:04.870 It's impossible. 00:48:04.870 --> 00:48:08.340 I went to this talk awhile back given 00:48:08.340 --> 00:48:15.560 by one of the guys who runs the Humanoid Robots Group at MIT. 00:48:15.560 --> 00:48:18.130 And he was saying how it's so hard 00:48:18.130 --> 00:48:20.754 to program a humanoid robot, a bi-pedal robot 00:48:20.754 --> 00:48:22.720 to walk like a human behaves. 00:48:22.720 --> 00:48:25.940 And it's because we walk every day. 00:48:25.940 --> 00:48:26.560 Right? 00:48:26.560 --> 00:48:28.430 And we don't think anything of it. 00:48:28.430 --> 00:48:31.600 But to model the movement of your knee 00:48:31.600 --> 00:48:33.820 bending and putting your foot down, 00:48:33.820 --> 00:48:38.190 it's actually possible to mathematically model 00:48:38.190 --> 00:48:40.736 with a precision of reality. 00:48:40.736 --> 00:48:42.611 And I don't remember the exact math about it. 00:48:42.611 --> 00:48:44.360 But I remember hearing this notion that 00:48:44.360 --> 00:48:49.260 like there's no way in math for us to model something 00:48:49.260 --> 00:48:51.080 that we do in reality every day. 00:48:51.080 --> 00:48:51.920 Right? 00:48:51.920 --> 00:48:56.510 So even if we create like the world's biggest super computer, 00:48:56.510 --> 00:48:59.810 a robot is never going come close to what the human body 00:48:59.810 --> 00:49:02.060 can achieve in their sleep. 00:49:02.060 --> 00:49:02.560 You know? 00:49:02.560 --> 00:49:07.540 And I thought that was such an interesting concept 00:49:07.540 --> 00:49:11.150 that humans are still like so complex, 00:49:11.150 --> 00:49:13.885 even with all the advances we've made in robotics. 00:49:16.960 --> 00:49:18.510 And that was a theme that we tried 00:49:18.510 --> 00:49:22.350 hit in one of our episodes, actually. 00:49:22.350 --> 00:49:24.230 Does that help a little bit? 00:49:24.230 --> 00:49:25.120 I don't know. 00:49:25.120 --> 00:49:28.335 Maybe you just have more questions. 00:49:28.335 --> 00:49:31.209 So at the end of the whole treatise, 00:49:31.209 --> 00:49:35.520 we each will come with a video and post it 00:49:35.520 --> 00:49:36.970 PROFESSOR: Mhm. 00:49:36.970 --> 00:49:37.560 AUDIENCE: OK. 00:49:37.560 --> 00:49:38.520 PROFESSOR: Yep. 00:49:38.520 --> 00:49:39.950 It'll be great. 00:49:39.950 --> 00:49:41.704 AUDIENCE: Can I just picture-- 00:49:41.704 --> 00:49:43.045 AUDIENCE: Sure. 00:49:43.045 --> 00:49:47.710 AUDIENCE: So I mean, I have one of an algorithm. 00:49:47.710 --> 00:49:49.503 And like the simplest algorithm I 00:49:49.503 --> 00:49:52.230 can think of this is one search. 00:49:52.230 --> 00:49:54.841 So I was just thinking like wal-- You know, wal-- 00:49:54.841 --> 00:49:55.840 or whatever you call it. 00:49:59.800 --> 00:50:00.730 Where is Waldo? 00:50:00.730 --> 00:50:01.980 PROFESSOR: Oh, Where is Waldo? 00:50:01.980 --> 00:50:02.605 AUDIENCE: Yeah. 00:50:02.605 --> 00:50:06.680 So like just-- it would probably be like just some guy 00:50:06.680 --> 00:50:07.930 just hiding in the building. 00:50:07.930 --> 00:50:10.660 And then he'll be like, what's the best way to find Waldo? 00:50:10.660 --> 00:50:11.430 PROFESSOR: Yeah. 00:50:11.430 --> 00:50:11.880 AUDIENCE: Yeah. 00:50:11.880 --> 00:50:12.970 Then we'll just be running around. 00:50:12.970 --> 00:50:13.470 Row 00:50:13.470 --> 00:50:14.236 PROFESSOR: Yeah. 00:50:14.236 --> 00:50:15.810 AUDIENCE: Yeah, like-- so first wave, 00:50:15.810 --> 00:50:17.090 open every door in the university 00:50:17.090 --> 00:50:18.180 and you just keep going that way. 00:50:18.180 --> 00:50:18.888 PROFESSOR: Right. 00:50:18.888 --> 00:50:21.510 AUDIENCE: Then there's another way where you keep going up. 00:50:21.510 --> 00:50:24.881 Yeah but then I start to realize that the energy might 00:50:24.881 --> 00:50:26.130 break down somewhere half way. 00:50:26.130 --> 00:50:32.330 Because the algorithm on the [INAUDIBLE] 00:50:32.330 --> 00:50:35.140 was a binary search which is just like, you cut half. 00:50:35.140 --> 00:50:37.960 And then you see whether, is Waldo on the right side 00:50:37.960 --> 00:50:38.894 or the left side? 00:50:38.894 --> 00:50:40.060 And then you cut half again. 00:50:40.060 --> 00:50:41.032 And less, and less. 00:50:41.032 --> 00:50:43.950 PROFESSOR: I think that's very interesting. 00:50:43.950 --> 00:50:49.332 What is the final application of search algorithms? 00:50:49.332 --> 00:50:50.040 AUDIENCE: Google. 00:50:50.040 --> 00:50:50.430 PROFESSOR: Like Google? 00:50:50.430 --> 00:50:51.055 AUDIENCE: Yeah. 00:50:51.055 --> 00:50:52.700 PROFESSOR: Yeah. 00:50:52.700 --> 00:50:55.845 I think as long as you relate it back to the big picture 00:50:55.845 --> 00:50:58.069 of like why that's such an awesome thing. 00:50:58.069 --> 00:50:59.610 Because what you don't want happening 00:50:59.610 --> 00:51:01.400 is people to think like, OK, cool. 00:51:01.400 --> 00:51:02.155 I get that. 00:51:02.155 --> 00:51:03.030 It's a binary search. 00:51:03.030 --> 00:51:04.404 He split things in half and half. 00:51:04.404 --> 00:51:05.490 So what? 00:51:05.490 --> 00:51:06.456 Like why should I care? 00:51:06.456 --> 00:51:06.942 Right? 00:51:06.942 --> 00:51:07.430 AUDIENCE: Yeah. 00:51:07.430 --> 00:51:09.055 PROFESSOR: You should care because it's 00:51:09.055 --> 00:51:13.915 like what drives the most used website in the world. 00:51:13.915 --> 00:51:15.920 And I think relating it back to that-- 00:51:15.920 --> 00:51:18.350 like that's what we tried to do with the switches video. 00:51:18.350 --> 00:51:20.720 Is like, OK I get that the billiard ball 00:51:20.720 --> 00:51:23.070 hit with the switch on or off. 00:51:23.070 --> 00:51:25.866 But we tied it back at the very end 00:51:25.866 --> 00:51:29.845 to say like this toy has 20 switches 00:51:29.845 --> 00:51:32.565 but most computer have like billions of switches. 00:51:32.565 --> 00:51:34.930 And that's what makes a semi-conductor. 00:51:34.930 --> 00:51:38.400 And that's what makes every modern electronic possible. 00:51:38.400 --> 00:51:41.860 As long as you relate back to the big picture, to the thing 00:51:41.860 --> 00:51:44.800 that people relate to, the thing that people use every day. 00:51:44.800 --> 00:51:48.523 I think that can be powerful. 00:51:48.523 --> 00:51:49.064 AUDIENCE: OK. 00:51:51.850 --> 00:51:54.455 PROFESSOR: I mean, I also-- I like this path in GPS thing. 00:51:54.455 --> 00:51:58.360 Like how exactly does a GPS work? 00:51:58.360 --> 00:51:59.950 How do you find your way? 00:51:59.950 --> 00:52:01.520 You know? 00:52:01.520 --> 00:52:04.250 Knowing what-- knowing your location in GPS? 00:52:04.250 --> 00:52:07.665 I know but I was-- like mapping a path, that's 00:52:07.665 --> 00:52:08.830 a different problem. 00:52:08.830 --> 00:52:09.600 PROFESSOR: OK 00:52:09.600 --> 00:52:09.985 AUDIENCE: Yeah. 00:52:09.985 --> 00:52:10.484 GPS-- 00:52:10.484 --> 00:52:13.390 PROFESSOR: It's like how does Google Maps know? 00:52:13.390 --> 00:52:15.740 AUDIENCE: Oh, I see what you mean. 00:52:15.740 --> 00:52:17.504 PROFESSOR: We are about out of time. 00:52:17.504 --> 00:52:19.295 Maybe we should get everyone back together. 00:52:19.295 --> 00:52:20.128 PROFESSOR: Oh, yeah. 00:52:20.128 --> 00:52:20.720 Sorry. 00:52:20.720 --> 00:52:22.000 Thank you, Danny. 00:52:22.000 --> 00:52:23.858 PROFESSOR: I don't have too much to say. 00:52:23.858 --> 00:52:27.280 Except for just the daily assignment. 00:52:27.280 --> 00:52:29.060 So another daily blog. 00:52:29.060 --> 00:52:32.217 Thank you all for posting your stuff on Tumblr yesterday. 00:52:32.217 --> 00:52:34.800 Keep in mind that you don't have to do a text post like I did. 00:52:34.800 --> 00:52:36.555 I just did that as an example. 00:52:36.555 --> 00:52:38.980 But if you guys want to do a video blog. 00:52:38.980 --> 00:52:41.250 If you want to just vlog on your laptop webcam, 00:52:41.250 --> 00:52:42.720 that's totally fine. 00:52:42.720 --> 00:52:44.680 But if you end up taking pictures 00:52:44.680 --> 00:52:47.130 of any of the lectures, or taking videos 00:52:47.130 --> 00:52:50.070 during the lecture, you're free to post those, too. 00:52:50.070 --> 00:52:51.891 And just post them with a hashtag day 00:52:51.891 --> 00:52:55.024 two and your Kerberos ID. 00:52:55.024 --> 00:52:56.470 All the stuff that is on Tumblr. 00:52:56.470 --> 00:52:59.362 I'd also do the day two thing. 00:52:59.362 --> 00:53:03.540 And then a quick 200 or 300 rough script 00:53:03.540 --> 00:53:07.300 based on some of the stuff we talked about now. 00:53:07.300 --> 00:53:11.550 Don't worry about being too jargony in this. 00:53:11.550 --> 00:53:15.810 This is really about pulling the overarching story. 00:53:15.810 --> 00:53:17.852 We're going to work out the details of what's 00:53:17.852 --> 00:53:18.852 the best wording to use. 00:53:18.852 --> 00:53:21.212 We're going to work out some of the minutiae a bit 00:53:21.212 --> 00:53:23.572 tomorrow during our scripting workshop. 00:53:23.572 --> 00:53:27.866 For tonight, think about what's the point of the video, 00:53:27.866 --> 00:53:30.860 and what the overarching story of the video is. 00:53:30.860 --> 00:53:32.555 Those are really the things I want 00:53:32.555 --> 00:53:34.852 you to think about tonight. 00:53:34.852 --> 00:53:36.534 If you get so stuck, and you just 00:53:36.534 --> 00:53:39.498 can't think of something to write, 00:53:39.498 --> 00:53:42.956 write down some facts like I was showing earlier. 00:53:42.956 --> 00:53:44.332 Just come to class with something 00:53:44.332 --> 00:53:45.622 that we can work with tomorrow. 00:53:45.622 --> 00:53:47.896 Because tomorrow's going to be a really informal day. 00:53:47.896 --> 00:53:49.872 [INAUDIBLE] and I are just going to workshop 00:53:49.872 --> 00:53:53.824 and then table read some of this stuff that we've written. 00:53:53.824 --> 00:53:56.436 And figure out how to implement the theoretical things 00:53:56.436 --> 00:53:58.186 that we were talking about in the last two 00:53:58.186 --> 00:54:00.740 days in a more practical sense. 00:54:00.740 --> 00:54:02.963 So does anyone have any questions 00:54:02.963 --> 00:54:06.168 about those assignments? 00:54:06.168 --> 00:54:06.668 Yes. 00:54:06.668 --> 00:54:08.995 AUDIENCE: Can you also bring back the canvas tomorrow? 00:54:08.995 --> 00:54:09.578 PROFESSOR: No. 00:54:09.578 --> 00:54:11.245 Tomorrow will just workshopping. 00:54:11.245 --> 00:54:14.154 You will need them back at least on Friday. 00:54:14.154 --> 00:54:16.110 I'll send you guys an email the night before 00:54:16.110 --> 00:54:19.010 and the day we meet in the final class. 00:54:19.010 --> 00:54:21.550 PROFESSOR: When I-- just as something to think about. 00:54:21.550 --> 00:54:24.570 When I walked around and led to some of you guys more deeply, 00:54:24.570 --> 00:54:26.510 I feel like a lot of you are sort 00:54:26.510 --> 00:54:29.690 of struggling with this same concept of broad 00:54:29.690 --> 00:54:31.270 versus detailed. 00:54:31.270 --> 00:54:38.420 And my two cents on it is that by asking a broad question 00:54:38.420 --> 00:54:42.560 but going very narrowly in with one example, 00:54:42.560 --> 00:54:46.250 you actually end up being able to bring people back 00:54:46.250 --> 00:54:48.200 up to that broader framework. 00:54:48.200 --> 00:54:49.880 So if you pick something-- like we 00:54:49.880 --> 00:54:51.470 talked about food composition. 00:54:51.470 --> 00:54:53.640 And we started exploring further. 00:54:53.640 --> 00:54:56.870 Maybe talking about why a piece of broccoli rots. 00:54:56.870 --> 00:54:59.960 And when is it too rotten for me to eat that I get sick? 00:54:59.960 --> 00:55:02.340 Is actually the perfect focus for him 00:55:02.340 --> 00:55:05.480 to ask all these other questions about food composition. 00:55:05.480 --> 00:55:08.560 And that by focusing really narrowly on that broccoli, 00:55:08.560 --> 00:55:11.640 we actually get to ask a lot more questions. 00:55:11.640 --> 00:55:12.290 Right? 00:55:12.290 --> 00:55:13.440 Like with shipbuilding. 00:55:13.440 --> 00:55:16.650 Why does something really sink or float? 00:55:16.650 --> 00:55:18.970 But that question diving really narrowly 00:55:18.970 --> 00:55:21.800 into one scenario of one ship sinking. 00:55:21.800 --> 00:55:23.380 And why does it do this? 00:55:23.380 --> 00:55:27.030 It allows us to be able to ask some broader questions. 00:55:27.030 --> 00:55:28.570 Why-- the braces. 00:55:28.570 --> 00:55:29.240 The opposite. 00:55:29.240 --> 00:55:29.740 Right? 00:55:29.740 --> 00:55:31.970 I want to talk about braces and what they do to your teeth. 00:55:31.970 --> 00:55:33.720 But all right, let's think about if that's 00:55:33.720 --> 00:55:35.990 a specific example, what's the question that we're 00:55:35.990 --> 00:55:36.990 trying to think through? 00:55:36.990 --> 00:55:38.980 And I feel all into a kind of in that place 00:55:38.980 --> 00:55:42.110 right now where you're trying to figure out what specific 00:55:42.110 --> 00:55:46.530 story do I tell in order to get these bigger, bigger concepts? 00:55:46.530 --> 00:55:50.120 The narrower you are in that microcosm, 00:55:50.120 --> 00:55:52.550 the easier it is to extrapolate out. 00:55:52.550 --> 00:55:56.240 Because it lets you really dive deeply into that topic. 00:55:56.240 --> 00:55:58.670 So if you have a really, really broad topic still, 00:55:58.670 --> 00:56:01.100 see if you can get it really narrow. 00:56:01.100 --> 00:56:04.330 And then from that it allows you to get broad again. 00:56:04.330 --> 00:56:05.380 If that makes sense. 00:56:05.380 --> 00:56:06.970 PROFESSOR: And that's why I personally 00:56:06.970 --> 00:56:08.890 like going with the whole just trying 00:56:08.890 --> 00:56:11.950 to list out as many facts as I can with this snot thing. 00:56:11.950 --> 00:56:15.120 Because it was just sort of, snot is awesome. 00:56:15.120 --> 00:56:15.780 OK. 00:56:15.780 --> 00:56:17.990 Like, you know, why is it awesome? 00:56:17.990 --> 00:56:19.530 What does that even mean? 00:56:19.530 --> 00:56:21.540 And so I'm listing out all these specific things 00:56:21.540 --> 00:56:23.030 that people study about it. 00:56:23.030 --> 00:56:27.680 And that helped me delve into the tangible examples 00:56:27.680 --> 00:56:28.480 that I gave. 00:56:28.480 --> 00:56:30.490 That allowed me, at the end, to go back 00:56:30.490 --> 00:56:34.030 out to the story of this material that 00:56:34.030 --> 00:56:37.679 protects you every day, and is amazing and awesome. 00:56:37.679 --> 00:56:39.970 PROFESSOR: And I know we're just about-- we're actually 00:56:39.970 --> 00:56:41.110 over time, so I apologize. 00:56:41.110 --> 00:56:43.440 But I realize that some of you may not 00:56:43.440 --> 00:56:46.110 know how to implement Elizabeth's task of asking you 00:56:46.110 --> 00:56:47.900 to actually write your script. 00:56:47.900 --> 00:56:51.040 And that may be an overwhelming task. 00:56:51.040 --> 00:56:52.540 Is that feeling like that right now? 00:56:52.540 --> 00:56:55.040 Like sitting down and actually putting something on paper, 00:56:55.040 --> 00:56:56.290 you don't know where to start? 00:56:56.290 --> 00:57:01.430 Or do you feel like you know to at least dump something down? 00:57:01.430 --> 00:57:05.660 Sort of like you know, Paul, colon, says this. 00:57:05.660 --> 00:57:07.170 Picture of something in here. 00:57:07.170 --> 00:57:08.469 Like just jot it down. 00:57:08.469 --> 00:57:09.510 Don't worry about format. 00:57:09.510 --> 00:57:10.998 Don't worry about any of that. 00:57:10.998 --> 00:57:12.870 PROFESSOR: We're going to go over all the details tomorrow. 00:57:12.870 --> 00:57:13.754 We just need an idea. 00:57:13.754 --> 00:57:14.420 PROFESSOR: Yeah. 00:57:14.420 --> 00:57:17.460 Just dump-- so when she says script, 00:57:17.460 --> 00:57:19.510 that word may be intimidating right now, 00:57:19.510 --> 00:57:21.760 because a script can look certain ways 00:57:21.760 --> 00:57:22.710 in different genres. 00:57:22.710 --> 00:57:25.200 Like a film script looks very different from a theater 00:57:25.200 --> 00:57:26.830 script, versus this kind of transcript. 00:57:26.830 --> 00:57:30.060 Don't worry about anything other than getting 00:57:30.060 --> 00:57:31.320 some ideas on paper. 00:57:31.320 --> 00:57:35.292 And we'll deal with all of the other stuff later. 00:57:35.292 --> 00:57:36.254 If that makes sense. 00:57:38.317 --> 00:57:40.150 PROFESSOR: And I'll stick around afterwards, 00:57:40.150 --> 00:57:41.960 if anyone wants to talk specifically. 00:57:41.960 --> 00:57:43.160 Yeah? 00:57:43.160 --> 00:57:45.101 And just upload all that stuff to Tumblr. 00:57:45.101 --> 00:57:46.600 PROFESSOR: And we're both available. 00:57:46.600 --> 00:57:48.150 And we're all available via email. 00:57:48.150 --> 00:57:50.965 So if any of you are struggling tonight, 00:57:50.965 --> 00:57:53.520 and you need bounce an idea off of one of us, 00:57:53.520 --> 00:57:55.170 don't hesitate to do that. 00:57:55.170 --> 00:57:58.060 I do not check email usually until after 8:00 PM 00:57:58.060 --> 00:57:59.260 when my son goes to bed. 00:57:59.260 --> 00:58:00.410 But I will respond. 00:58:00.410 --> 00:58:02.790 So if you have a question or anything, 00:58:02.790 --> 00:58:04.470 don't hesitate to bounce ideas off. 00:58:04.470 --> 00:58:07.970 And I do really get back to you guys, as does-- do all of us. 00:58:10.270 --> 00:58:11.270 So that's all for today. 00:58:11.270 --> 00:58:13.470 You guys can pack up and leave. 00:58:13.470 --> 00:58:16.930 But really just get ideas down more than anything. 00:58:16.930 --> 00:58:19.345 We will help you with everything else tomorrow. 00:58:19.345 --> 00:58:22.140 PROFESSOR: Even if drawing is the way that helps you. 00:58:22.140 --> 00:58:23.835 Just get something down. 00:58:23.835 --> 00:58:25.210 PROFESSOR: But do get words down. 00:58:25.210 --> 00:58:26.870 We need to have like some words. 00:58:26.870 --> 00:58:28.146 That would be great. 00:58:28.146 --> 00:58:31.264 AUDIENCE: Is the script supposed to go on a tablet, or? 00:58:31.264 --> 00:58:31.930 PROFESSOR: Yeah. 00:58:31.930 --> 00:58:34.300 Yeah. 00:58:34.300 --> 00:58:35.500 PROFESSOR: Good work, guys. 00:58:35.500 --> 00:58:37.050 PROFESSOR: All right.