1 00:00:00,090 --> 00:00:02,430 The following content is provided under a Creative 2 00:00:02,430 --> 00:00:03,820 Commons license. 3 00:00:03,820 --> 00:00:06,050 Your support will help MIT OpenCourseWare 4 00:00:06,050 --> 00:00:10,150 continue to offer high quality educational resources for free. 5 00:00:10,150 --> 00:00:12,700 To make a donation, or to view additional materials 6 00:00:12,700 --> 00:00:16,600 from hundreds of MIT courses, visit MIT OpenCourseWare 7 00:00:16,600 --> 00:00:17,255 at ocw.mit.edu. 8 00:00:22,280 --> 00:00:24,520 PROFESSOR: Thank you all for uploading all your stuff 9 00:00:24,520 --> 00:00:25,470 last night. 10 00:00:25,470 --> 00:00:27,270 We do watch everything, just so you know. 11 00:00:27,270 --> 00:00:30,160 And it's a really, really helpful for us. 12 00:00:30,160 --> 00:00:32,659 So I really appreciate you guys doing that. 13 00:00:32,659 --> 00:00:35,970 I thought we'd start off today by doing just a quick exercise 14 00:00:35,970 --> 00:00:40,340 where you say the point of your video in one to two sentences. 15 00:00:40,340 --> 00:00:42,860 And I think about this last night. 16 00:00:42,860 --> 00:00:44,780 Because it's actually a really nuanced thing, 17 00:00:44,780 --> 00:00:47,060 understanding the difference between what 18 00:00:47,060 --> 00:00:50,850 the point of your video is and what your videos does. 19 00:00:50,850 --> 00:00:53,510 I was trying to think of a good way to explain it last night 20 00:00:53,510 --> 00:00:54,680 and this morning. 21 00:00:54,680 --> 00:00:56,880 And I think that might be the best 22 00:00:56,880 --> 00:00:58,760 way for me to understand it. 23 00:00:58,760 --> 00:01:01,100 And that's why I gave that example of the snot video, 24 00:01:01,100 --> 00:01:01,600 right? 25 00:01:01,600 --> 00:01:05,489 Because the point of the video that I made about snot 26 00:01:05,489 --> 00:01:07,980 wasn't to explain what snot is. 27 00:01:07,980 --> 00:01:10,130 That's what my video does. 28 00:01:10,130 --> 00:01:14,880 But the point of it is to show that this material that you 29 00:01:14,880 --> 00:01:17,470 take for granted, that's in your body, 30 00:01:17,470 --> 00:01:21,390 actually does all these xyz amazing things. 31 00:01:21,390 --> 00:01:23,550 So does the difference between those two things 32 00:01:23,550 --> 00:01:24,590 make sense to you guys? 33 00:01:24,590 --> 00:01:26,006 Or do you recognize the difference 34 00:01:26,006 --> 00:01:28,530 between those two things? 35 00:01:28,530 --> 00:01:32,570 So for instance, Joshua. 36 00:01:32,570 --> 00:01:36,586 Your video maybe about what a binary search is, right? 37 00:01:36,586 --> 00:01:38,210 But that's not the point of your video. 38 00:01:38,210 --> 00:01:39,700 That's what your video does. 39 00:01:39,700 --> 00:01:42,150 In achieving the point of your video, 40 00:01:42,150 --> 00:01:44,520 explaining why binary search is, is sort 41 00:01:44,520 --> 00:01:46,710 of a happy afterthought, right? 42 00:01:46,710 --> 00:01:49,360 But it's not what drives the video forward. 43 00:01:49,360 --> 00:01:53,490 So if we could just go around and pitch 44 00:01:53,490 --> 00:01:57,880 the point of your video in one to two sentences. 45 00:01:57,880 --> 00:02:01,750 And the more specific it is the better, right? 46 00:02:01,750 --> 00:02:04,965 Because we can generalize things like, the point of my video 47 00:02:04,965 --> 00:02:07,900 is to explain how amazing snot is. 48 00:02:07,900 --> 00:02:09,639 But that's actually not that different 49 00:02:09,639 --> 00:02:12,790 from the point of my videos to explain what snot is, right? 50 00:02:12,790 --> 00:02:16,424 I've just thrown in an adjective, basically. 51 00:02:16,424 --> 00:02:17,840 So does that sound OK to everyone? 52 00:02:26,860 --> 00:02:29,860 And I think this will be helpful because once you really 53 00:02:29,860 --> 00:02:31,900 think of what the thesis of your video 54 00:02:31,900 --> 00:02:34,630 is it's going to help you a lot in scripting. 55 00:02:34,630 --> 00:02:37,100 Because you'll always be able to go back to that big point, 56 00:02:37,100 --> 00:02:37,600 right? 57 00:02:37,600 --> 00:02:44,720 If you're scripting with the objective of explaining what 58 00:02:44,720 --> 00:02:48,010 a fractal is, that's what Ulea's video is about it, 59 00:02:48,010 --> 00:02:52,330 it's really easy to get lost in the details. 60 00:02:52,330 --> 00:02:54,190 So that's the whole point of this exercise. 61 00:02:54,190 --> 00:02:56,890 Does anyone want to go first? 62 00:02:56,890 --> 00:03:00,230 Otherwise we'll just go in order. 63 00:03:00,230 --> 00:03:01,230 AUDIENCE: I'll go first. 64 00:03:01,230 --> 00:03:02,563 PROFESSOR: Awesome, thanks Josh. 65 00:03:02,563 --> 00:03:08,670 AUDIENCE: So you were just highlighting that my video, 66 00:03:08,670 --> 00:03:11,050 it was about the binary search algorithm. 67 00:03:11,050 --> 00:03:15,000 But I guess the theme here is why can't find my stuff? 68 00:03:15,000 --> 00:03:16,970 And how can I find it there? 69 00:03:16,970 --> 00:03:19,490 That's what the theme is about. 70 00:03:19,490 --> 00:03:22,460 And the question is can Google teach me 71 00:03:22,460 --> 00:03:26,745 how to do my own search in my life better. 72 00:03:26,745 --> 00:03:28,870 PROFESSOR: I think it's a really good start, right? 73 00:03:28,870 --> 00:03:30,495 Because we were talking about yesterday 74 00:03:30,495 --> 00:03:32,010 the power of questions. 75 00:03:32,010 --> 00:03:35,980 But again, the point of your video isn't the question. 76 00:03:35,980 --> 00:03:38,410 The point of your video is the answer to the question. 77 00:03:38,410 --> 00:03:40,630 So what if you go from there and try 78 00:03:40,630 --> 00:03:44,060 to go for two sentences that try to answer those questions. 79 00:03:51,865 --> 00:03:53,240 AUDIENCE: Do you have an example? 80 00:03:55,840 --> 00:03:58,760 PROFESSOR: Well, wait. 81 00:03:58,760 --> 00:04:01,010 Say the questions again? 82 00:04:01,010 --> 00:04:03,576 AUDIENCE: Why can't I find my stuff? 83 00:04:03,576 --> 00:04:05,684 And how can I find it better? 84 00:04:05,684 --> 00:04:06,570 PROFESSOR: OK. 85 00:04:06,570 --> 00:04:12,050 So Josh, how can you find your stuff better? 86 00:04:12,050 --> 00:04:14,650 AUDIENCE: If we keep a list of, like, where is it located? 87 00:04:14,650 --> 00:04:17,110 Or better yet, if they're positioned in a way 88 00:04:17,110 --> 00:04:20,200 that has a relationship among them. 89 00:04:24,030 --> 00:04:27,950 So it's kind of like, if you put stuff in the toilet, everything 90 00:04:27,950 --> 00:04:31,550 you need to use in the toilet, you put them in that location. 91 00:04:31,550 --> 00:04:34,430 So you avoid putting things in places where 92 00:04:34,430 --> 00:04:36,140 they don't need to be there. 93 00:04:36,140 --> 00:04:40,660 But you place the things where the relationship is natural. 94 00:04:40,660 --> 00:04:42,410 PROFESSOR: So basically what you're saying 95 00:04:42,410 --> 00:04:48,070 is that the way you organize objects 96 00:04:48,070 --> 00:04:50,440 isn't just for aesthetic purposes. 97 00:04:50,440 --> 00:04:54,630 It can actually change the time and efficiency 98 00:04:54,630 --> 00:04:55,967 in which you find things. 99 00:04:55,967 --> 00:04:56,550 AUDIENCE: Yes. 100 00:04:56,550 --> 00:04:58,890 PROFESSOR: Which doesn't sound like a big deal 101 00:04:58,890 --> 00:05:01,660 until you realize that that's the fundamental way 102 00:05:01,660 --> 00:05:05,164 that something as huge as Google uses. 103 00:05:05,164 --> 00:05:05,830 Is that correct? 104 00:05:05,830 --> 00:05:07,070 AUDIENCE: Yes. 105 00:05:07,070 --> 00:05:09,120 PROFESSOR: Does that feel like more of a point 106 00:05:09,120 --> 00:05:13,284 than this is how a search engine works? 107 00:05:13,284 --> 00:05:14,600 AUDIENCE: It's more of a point. 108 00:05:14,600 --> 00:05:15,715 PROFESSOR: That's more of a point? 109 00:05:15,715 --> 00:05:17,215 AUDIENCE: That sounds like something 110 00:05:17,215 --> 00:05:18,615 more than you're writing down. 111 00:05:18,615 --> 00:05:20,876 I mean, for me, at least, maybe. 112 00:05:20,876 --> 00:05:21,810 I'm a visual person. 113 00:05:21,810 --> 00:05:24,900 But, like, that's a really important concept 114 00:05:24,900 --> 00:05:27,730 that we just figured out. 115 00:05:27,730 --> 00:05:29,679 Right? 116 00:05:29,679 --> 00:05:31,720 PROFESSOR: It's like, it's a super nuanced thing. 117 00:05:31,720 --> 00:05:34,890 And very difficult to figure out. 118 00:05:34,890 --> 00:05:37,270 It's a lot easier to figure out someone else's point 119 00:05:37,270 --> 00:05:38,730 than your own, actually. 120 00:05:38,730 --> 00:05:41,790 Which is why I wanted you guys to come up with a script 121 00:05:41,790 --> 00:05:42,720 sometime tomorrow. 122 00:05:42,720 --> 00:05:46,300 It's a lot easier for me, at least, as an editor 123 00:05:46,300 --> 00:05:48,300 to give productive feedback when I actually 124 00:05:48,300 --> 00:05:51,000 have something tangible in front of me. 125 00:05:51,000 --> 00:05:53,870 So your questions were a really great starting point. 126 00:05:53,870 --> 00:05:55,470 And the script that you wrote is also 127 00:05:55,470 --> 00:05:56,719 a really great starting point. 128 00:05:56,719 --> 00:06:00,049 Because there's a lot of material to work with. 129 00:06:00,049 --> 00:06:01,840 But I wouldn't have been able to figure out 130 00:06:01,840 --> 00:06:04,660 that that was your point unless I had had those materials, 131 00:06:04,660 --> 00:06:06,520 right? 132 00:06:06,520 --> 00:06:09,770 The questions are a super good starting point. 133 00:06:09,770 --> 00:06:11,820 Oftentimes the point of your video 134 00:06:11,820 --> 00:06:15,320 is going to be the answer to those questions. 135 00:06:15,320 --> 00:06:17,340 So the questions set up the video. 136 00:06:17,340 --> 00:06:20,698 But the point of the video is not the questions. 137 00:06:20,698 --> 00:06:23,022 AUDIENCE: It's like the difference between a symptom 138 00:06:23,022 --> 00:06:26,459 and a disease from a doctor's perspective, right? 139 00:06:26,459 --> 00:06:28,630 Like, that's a different way of thinking about it. 140 00:06:28,630 --> 00:06:28,710 PROFESSOR: Yeah. 141 00:06:28,710 --> 00:06:30,480 AUDIENCE: You keep asking, like, why is something itching? 142 00:06:30,480 --> 00:06:31,410 Why is something itching? 143 00:06:31,410 --> 00:06:33,735 And then you finally understand the core reason to why? 144 00:06:33,735 --> 00:06:35,865 I think that's what you're trying to get across? 145 00:06:35,865 --> 00:06:36,130 PROFESSOR: Yeah. 146 00:06:36,130 --> 00:06:37,713 And I think it's a very compelling way 147 00:06:37,713 --> 00:06:43,310 to set up not just video, but scientific papers, talks. 148 00:06:43,310 --> 00:06:45,560 Any time you're trying to sell an idea 149 00:06:45,560 --> 00:06:47,880 to someone, grant proposals. 150 00:06:47,880 --> 00:06:52,049 Oftentimes you'll ask somebody you're going to the conference, 151 00:06:52,049 --> 00:06:53,090 what are you going to do? 152 00:06:53,090 --> 00:06:54,548 And their answer is well, I'm going 153 00:06:54,548 --> 00:06:57,020 to talk about the research that I did. 154 00:06:57,020 --> 00:06:59,932 And that's not really helpful. 155 00:06:59,932 --> 00:07:02,390 Obviously, you're going to talk about the research you did. 156 00:07:02,390 --> 00:07:05,980 What I want to know is what is your research? 157 00:07:05,980 --> 00:07:09,040 I know that you're going to talk about binary search, probably 158 00:07:09,040 --> 00:07:10,710 from the title of your video. 159 00:07:10,710 --> 00:07:14,410 What I want to know is, what is it, right? 160 00:07:14,410 --> 00:07:18,450 So let's do this one more time. 161 00:07:18,450 --> 00:07:21,420 Can you describe the point of your video 162 00:07:21,420 --> 00:07:22,490 in two sentences or less? 163 00:07:29,547 --> 00:07:31,130 AUDIENCE: The way we could find things 164 00:07:31,130 --> 00:07:38,414 better is the way we put-- [INAUDIBLE] right now. 165 00:07:38,414 --> 00:07:40,220 PROFESSOR: That's a good start. 166 00:07:40,220 --> 00:07:41,610 That's good. 167 00:07:41,610 --> 00:07:43,220 So the way we can find things better, 168 00:07:43,220 --> 00:07:46,650 you're trying to relate a concept 169 00:07:46,650 --> 00:07:48,330 or an everyday experience that we have, 170 00:07:48,330 --> 00:07:49,290 like organizing things. 171 00:07:49,290 --> 00:07:50,710 So the way we organize things. 172 00:07:50,710 --> 00:07:52,000 AUDIENCE: Yeah. 173 00:07:52,000 --> 00:07:58,610 The way we find things better is the way 174 00:07:58,610 --> 00:08:01,578 Google could find our results better. 175 00:08:01,578 --> 00:08:02,940 PROFESSOR: Yeah. 176 00:08:02,940 --> 00:08:03,910 Yeah. 177 00:08:03,910 --> 00:08:07,700 That's a much stronger point than the questions 178 00:08:07,700 --> 00:08:08,450 you had initially. 179 00:08:11,050 --> 00:08:14,316 Than saying the point is to explain what binary search is. 180 00:08:14,316 --> 00:08:16,190 And you can flesh that out a little bit more. 181 00:08:16,190 --> 00:08:20,610 But do you see where we're going with this? 182 00:08:20,610 --> 00:08:22,930 Ulea, we're going around doing one 183 00:08:22,930 --> 00:08:26,460 to two sentence explanations of what our videos are. 184 00:08:26,460 --> 00:08:28,124 AUDIENCE: OK. 185 00:08:28,124 --> 00:08:29,540 PROFESSOR: Let's have other people 186 00:08:29,540 --> 00:08:30,900 go since you just got here. 187 00:08:30,900 --> 00:08:32,108 Paul, do you mind going next? 188 00:08:32,108 --> 00:08:33,289 AUDIENCE: Sure. 189 00:08:33,289 --> 00:08:36,465 So mine's about using principles that kids are already 190 00:08:36,465 --> 00:08:39,100 familiar with, like floating and sinking 191 00:08:39,100 --> 00:08:44,049 to show an application of navel architecture. 192 00:08:44,049 --> 00:08:46,842 Specifically, how to prevent ships 193 00:08:46,842 --> 00:08:50,223 from sinking using subdivision and Archimedes's Law. 194 00:08:50,223 --> 00:08:51,680 PROFESSOR: OK. 195 00:08:51,680 --> 00:08:54,670 So that is very informative. 196 00:08:54,670 --> 00:08:57,500 That's, like, a perfect description 197 00:08:57,500 --> 00:08:58,900 of what your video's going to be. 198 00:08:58,900 --> 00:09:01,690 That maybe verbatim what you put as the summary 199 00:09:01,690 --> 00:09:03,270 in the YouTube video. 200 00:09:03,270 --> 00:09:05,787 Like, that's going to be super helpful to a teacher who's 201 00:09:05,787 --> 00:09:07,870 looking through the videos and wanting to find out 202 00:09:07,870 --> 00:09:10,290 what videos are about. 203 00:09:10,290 --> 00:09:12,890 So I guess my question would be, what 204 00:09:12,890 --> 00:09:15,200 are the actual principles that kids 205 00:09:15,200 --> 00:09:17,350 learn that would help them understand 206 00:09:17,350 --> 00:09:21,030 the ship and the subdivision? 207 00:09:21,030 --> 00:09:24,847 AUDIENCE: So kids are familiar with floating and sinking 208 00:09:24,847 --> 00:09:28,449 because they go through second grade or something like that. 209 00:09:28,449 --> 00:09:30,240 PROFESSOR: And not just kids, but everyone. 210 00:09:30,240 --> 00:09:30,660 AUDIENCE: Yeah, right. 211 00:09:30,660 --> 00:09:31,159 Right. 212 00:09:31,159 --> 00:09:32,900 PROFESSOR: So you could start off 213 00:09:32,900 --> 00:09:36,110 "Most people are familiar with the concepts of flooding 214 00:09:36,110 --> 00:09:37,188 and sinking." 215 00:09:37,188 --> 00:09:39,064 AUDIENCE: Right, but how you can be 216 00:09:39,064 --> 00:09:46,000 able to divide your ship so that it can 217 00:09:46,000 --> 00:09:48,619 float when it's [INAUDIBLE]. 218 00:09:48,619 --> 00:09:50,160 I think I'm kind of going in circles. 219 00:09:50,160 --> 00:09:51,140 PROFESSOR: No, no, no. 220 00:09:51,140 --> 00:09:52,015 That's a great start. 221 00:09:52,015 --> 00:09:55,187 And oftentimes what I personally like a lot-- 222 00:09:55,187 --> 00:09:56,770 and maybe this is something that we've 223 00:09:56,770 --> 00:09:59,100 been repeating over and over again-- 224 00:09:59,100 --> 00:10:03,010 but the whole concept of the unexpected. 225 00:10:03,010 --> 00:10:05,090 The familiar becoming unfamiliar, as Chris 226 00:10:05,090 --> 00:10:07,420 was talking about. 227 00:10:07,420 --> 00:10:12,480 The fact that a huge piece of technical equipment, 228 00:10:12,480 --> 00:10:16,040 like a ship, can be protected from sinking 229 00:10:16,040 --> 00:10:18,940 using just the basic principles that even second graders know 230 00:10:18,940 --> 00:10:20,740 is actually really amazing. 231 00:10:20,740 --> 00:10:22,240 All right, so maybe that's something 232 00:10:22,240 --> 00:10:25,230 that you can sort of play off of in the point of your video. 233 00:10:25,230 --> 00:10:32,050 That the concepts that we learn as children, like why things 234 00:10:32,050 --> 00:10:37,350 float and why things sink, are actually the building blocks 235 00:10:37,350 --> 00:10:43,940 of knowing how to protect machinery like submarines 236 00:10:43,940 --> 00:10:47,300 from sinking even when they get damaged. 237 00:10:47,300 --> 00:10:51,090 And the wording of that obviously isn't super great. 238 00:10:51,090 --> 00:10:51,990 AUDIENCE: But yeah. 239 00:10:51,990 --> 00:10:53,633 That an aircraft carrier, which is 240 00:10:53,633 --> 00:10:57,774 one of the most complicated machines ever built-- 241 00:10:57,774 --> 00:10:59,190 the fact that it can even float is 242 00:10:59,190 --> 00:11:02,834 based on this very simple principle 243 00:11:02,834 --> 00:11:07,470 that you learn in, you know, first grade or second grade. 244 00:11:07,470 --> 00:11:09,760 PROFESSOR: Yeah, I think that's a very strong point 245 00:11:09,760 --> 00:11:11,260 to the video, actually. 246 00:11:11,260 --> 00:11:16,210 I personally love the idea of complexity from simplicity. 247 00:11:16,210 --> 00:11:18,130 That the things that people often 248 00:11:18,130 --> 00:11:20,420 think of as being really complicated, 249 00:11:20,420 --> 00:11:24,220 like naval architecture or systems biology, 250 00:11:24,220 --> 00:11:27,250 are actually built off of really simple concepts 251 00:11:27,250 --> 00:11:30,490 and really simple ideas. 252 00:11:30,490 --> 00:11:32,430 Does that makes sense to people? 253 00:11:32,430 --> 00:11:33,770 OK. 254 00:11:33,770 --> 00:11:36,054 David, how about we go with you next? 255 00:11:36,054 --> 00:11:37,470 AUDIENCE: The point of my video is 256 00:11:37,470 --> 00:11:43,090 that some people are naturally predisposed to better survive 257 00:11:43,090 --> 00:11:44,385 the next Ice Age. 258 00:11:44,385 --> 00:11:45,760 PROFESSOR: Sorry, I didn't hear-- 259 00:11:45,760 --> 00:11:47,530 some people are better disposed to what-- 260 00:11:47,530 --> 00:11:50,150 AUDIENCE: Some people are better predisposed to better survive 261 00:11:50,150 --> 00:11:51,410 the next Ice Age. 262 00:11:51,410 --> 00:11:52,720 PROFESSOR: The next Ice Age? 263 00:11:52,720 --> 00:11:54,595 AUDIENCE: Yeah, and they could be predisposed 264 00:11:54,595 --> 00:11:59,132 by genetically or physically, or maybe they just do meditation. 265 00:11:59,132 --> 00:12:00,020 PROFESSOR: OK. 266 00:12:00,020 --> 00:12:02,600 Yeah, actually that is a point. 267 00:12:02,600 --> 00:12:06,880 That's a thesis, that's an argument. 268 00:12:06,880 --> 00:12:11,470 And I think that's a very interesting one. 269 00:12:11,470 --> 00:12:15,680 But notice that the pitch wasn't why 270 00:12:15,680 --> 00:12:18,570 are some people more predisposed to this? 271 00:12:18,570 --> 00:12:22,410 Or why do I feel cold but my friend doesn't? 272 00:12:22,410 --> 00:12:23,170 Right? 273 00:12:23,170 --> 00:12:25,175 The point is an answer to those questions. 274 00:12:28,210 --> 00:12:30,360 Does anyone have feedback or suggestions 275 00:12:30,360 --> 00:12:35,325 on maybe ways that David could alter the point at all? 276 00:12:46,800 --> 00:12:50,490 And again, no one is ever going to read your point, right? 277 00:12:50,490 --> 00:12:53,880 No one is ever going to see your thesis written out 278 00:12:53,880 --> 00:12:55,420 before they watch your video. 279 00:12:55,420 --> 00:12:57,720 The idea is that they're going to watch the video, 280 00:12:57,720 --> 00:13:00,600 and they're going to come to the same conclusion 281 00:13:00,600 --> 00:13:02,410 that you've written. 282 00:13:02,410 --> 00:13:04,150 So it's OK if the wording's not perfect. 283 00:13:04,150 --> 00:13:05,300 Because no one's ever going to read it. 284 00:13:05,300 --> 00:13:07,050 They're just going to watch your video. 285 00:13:07,050 --> 00:13:08,883 But I guess if you were going to publish it, 286 00:13:08,883 --> 00:13:13,630 I would open up with have things like genetic makeup 287 00:13:13,630 --> 00:13:17,530 or physiological differences among people are 288 00:13:17,530 --> 00:13:21,315 what might predispose certain humans to survive the next Ice 289 00:13:21,315 --> 00:13:23,470 Age. 290 00:13:23,470 --> 00:13:25,302 Kenneth, do you want to go next? 291 00:13:25,302 --> 00:13:26,992 AUDIENCE: Sure. 292 00:13:26,992 --> 00:13:28,700 The more succinct point I can think about 293 00:13:28,700 --> 00:13:34,310 is letting them know that time travel right now is not doable 294 00:13:34,310 --> 00:13:35,800 yet. 295 00:13:35,800 --> 00:13:39,750 Yeah, that's the most succinct point I can think of. 296 00:13:39,750 --> 00:13:43,070 If you want me to elaborate a bit more on that, 297 00:13:43,070 --> 00:13:45,960 it's to let you know that we can possibly 298 00:13:45,960 --> 00:13:48,740 travel forward in time faster. 299 00:13:48,740 --> 00:13:51,800 But traveling back in time requires too much energy. 300 00:13:51,800 --> 00:13:53,720 PROFESSOR: Too much energy. 301 00:13:53,720 --> 00:13:55,170 OK. 302 00:13:55,170 --> 00:13:57,490 , Again nice distilled point. 303 00:14:00,062 --> 00:14:02,520 I would say that you could flesh that out a little bit more 304 00:14:02,520 --> 00:14:03,910 for the point. 305 00:14:03,910 --> 00:14:07,010 Because that's, like, time travel is not possible 306 00:14:07,010 --> 00:14:08,910 is the ultimate argument that you're making. 307 00:14:08,910 --> 00:14:10,650 But it's a super broad one. 308 00:14:10,650 --> 00:14:13,080 So you can include maybe why it's not possible. 309 00:14:13,080 --> 00:14:16,330 Again, because it takes too much energy. 310 00:14:16,330 --> 00:14:18,350 I don't exactly know what that means. 311 00:14:18,350 --> 00:14:20,241 But maybe your video is going to cover that? 312 00:14:20,241 --> 00:14:20,741 OK. 313 00:14:24,947 --> 00:14:26,530 Andrea, do you feel comfortable going? 314 00:14:29,088 --> 00:14:30,796 AUDIENCE: I'll throw something out there. 315 00:14:30,796 --> 00:14:33,640 Even though I think it's more what it does. 316 00:14:33,640 --> 00:14:34,970 PROFESSOR: That's OK. 317 00:14:34,970 --> 00:14:37,400 But see, when you throw that out there, it 318 00:14:37,400 --> 00:14:40,500 makes it a lot easier for us to give feedback. 319 00:14:40,500 --> 00:14:42,435 It gives us something to work off of. 320 00:14:42,435 --> 00:14:45,480 AUDIENCE: So the video illustrates 321 00:14:45,480 --> 00:14:52,860 how engineers in medicine use natural processes in our bodies 322 00:14:52,860 --> 00:14:57,104 to actually repair or improve the human body. 323 00:14:57,104 --> 00:14:58,770 PROFESSOR: So I actually think the point 324 00:14:58,770 --> 00:15:02,850 is in there if you just take out the first three words. 325 00:15:02,850 --> 00:15:05,490 Engineers and-- what was it-- scientists 326 00:15:05,490 --> 00:15:09,869 use natural processes in our bodies to what? 327 00:15:09,869 --> 00:15:12,184 AUDIENCE: Enhance it. 328 00:15:12,184 --> 00:15:14,500 To improve or repair. 329 00:15:14,500 --> 00:15:16,170 PROFESSOR: Yeah, I actually think 330 00:15:16,170 --> 00:15:17,878 the point is in there if you just get rid 331 00:15:17,878 --> 00:15:23,742 of the "my video explains." 332 00:15:23,742 --> 00:15:25,200 AUDIENCE: Which is kind of awesome, 333 00:15:25,200 --> 00:15:28,470 considering where she started two days ago, right? 334 00:15:28,470 --> 00:15:31,660 Like, the braces, you totally done the [INAUDIBLE]. 335 00:15:31,660 --> 00:15:33,242 It's awesome. 336 00:15:33,242 --> 00:15:34,950 AUDIENCE: That's what you asked me to do. 337 00:15:34,950 --> 00:15:36,241 AUDIENCE: Yeah, it was awesome. 338 00:15:36,241 --> 00:15:37,930 I'm saying it was awesome! 339 00:15:37,930 --> 00:15:38,620 Way to go. 340 00:15:40,894 --> 00:15:42,310 PROFESSOR: Nathan, you want to go? 341 00:15:42,310 --> 00:15:45,170 AUDIENCE: Yeah. 342 00:15:45,170 --> 00:15:47,370 We aren't the only ones who eat our food. 343 00:15:47,370 --> 00:15:50,223 And life without them would be a lot different. 344 00:15:50,223 --> 00:15:51,473 PROFESSOR: That's pretty good! 345 00:15:51,473 --> 00:15:53,360 That's pretty good! 346 00:15:53,360 --> 00:15:55,310 Nathan had an aha moment last night, 347 00:15:55,310 --> 00:15:57,120 if you heard his reflection. 348 00:15:57,120 --> 00:15:59,900 And I'm really excited to see where you go with that. 349 00:15:59,900 --> 00:16:03,440 But very, very different point and answer 350 00:16:03,440 --> 00:16:07,530 to my question than the one you gave, like, yesterday even. 351 00:16:07,530 --> 00:16:09,950 So I asked him what the point of his video was yesterday. 352 00:16:09,950 --> 00:16:12,685 And he was like, to explain what decomposition is. 353 00:16:12,685 --> 00:16:14,060 But do you see how this is, like, 354 00:16:14,060 --> 00:16:15,690 a completely different point? 355 00:16:15,690 --> 00:16:17,950 And a much more engaging one? 356 00:16:17,950 --> 00:16:20,040 And in explaining and getting to that point, 357 00:16:20,040 --> 00:16:23,275 he is going to cover what decomposition is. 358 00:16:23,275 --> 00:16:24,040 All right, Ulea. 359 00:16:26,700 --> 00:16:28,240 AUDIENCE: Mine is repeating patterns 360 00:16:28,240 --> 00:16:31,620 called fractals are present in every facet of our existence 361 00:16:31,620 --> 00:16:34,280 and are indispensable in nature, research, medicine, 362 00:16:34,280 --> 00:16:35,920 and technology. 363 00:16:35,920 --> 00:16:38,557 In that way, mathematics helps us explore and understand 364 00:16:38,557 --> 00:16:40,545 the world around us. 365 00:16:40,545 --> 00:16:41,539 PROFESSOR: Nice. 366 00:16:41,539 --> 00:16:43,527 Nice. 367 00:16:43,527 --> 00:16:45,515 Any feedback on that one? 368 00:16:51,976 --> 00:16:53,964 AUDIENCE: Can you repeat it? 369 00:16:53,964 --> 00:16:56,760 AUDIENCE: Yeah. 370 00:16:56,760 --> 00:16:58,870 Repeating patterns called fractals 371 00:16:58,870 --> 00:17:01,750 are present in every facet of our existence 372 00:17:01,750 --> 00:17:04,760 and are indispensable in nature, research, medicine, 373 00:17:04,760 --> 00:17:06,130 and technology. 374 00:17:06,130 --> 00:17:08,410 In that way, math helps us explore and understand 375 00:17:08,410 --> 00:17:10,790 the world around us. 376 00:17:10,790 --> 00:17:13,859 PROFESSOR: That's also a super different point than the one 377 00:17:13,859 --> 00:17:15,579 you had given yesterday, right? 378 00:17:15,579 --> 00:17:17,200 Yesterday the point of your video 379 00:17:17,200 --> 00:17:20,010 was-- it wasn't even like, what is a fractal? 380 00:17:20,010 --> 00:17:24,973 It was like, what is the philosophy of math, right? 381 00:17:24,973 --> 00:17:27,050 AUDIENCE: No, it was was math even real, right? 382 00:17:27,050 --> 00:17:28,758 PROFESSOR: Yeah, that was two days, yeah. 383 00:17:28,758 --> 00:17:31,796 AUDIENCE: Yeah, but you've come so far in narrowing 384 00:17:31,796 --> 00:17:33,102 this concept, it's awesome. 385 00:17:33,102 --> 00:17:35,060 PROFESSOR: Yeah, so hopefully with these points 386 00:17:35,060 --> 00:17:39,990 it's going to help you script a tighter set of text.