Outline for the Quarter: W'99
The days are numbered by week and weekday (so that 2.3 means Wednesday of second week). Click here to jump to current week.
Gilder's Microcosm is a demanding and insightful romp through the worldviews that fomented the changes associated with modern computing. It's a framework onto which we hang canvasses of many "rapids" issues. Here are (mostly student-written) Microcosm questions to help you focus on the chapters and prepare for tests and quizzes.)
Weeks 1 and 2: How are scientific discoveries made? How does science revise itself? Why does the public know so little about quantum physics?
1.1 "The Rapids of Change" reprise: Scientific revolutions and causes. (Workplace) Pairs and group discussion
1.2 Karen: How do we know what we know? Epistemology. Descartes
1.3 Mary Lu: "Introduction," "Starting Points, " and Gerald Heard: "Science Fiction, Morals, and Religion"
Homework for 1.4: Read the preface (pages 11-13) and first chapter of Microcosm (pages 17-31). Gilder has a challenging writing style: expansive, broadly-scattered, and demanding. You will need to keep the dictionary nearby! Write a journal entry consisting of questions that arise as you read these pages. Then write in one sentence what you feel to be Gilder's central theme. Finally, rearrange the questions that you wrote in order of their importance to understanding the text. (That is, the question that you most need answered to understand the text should be first.)
1.4 Quantum physics and the discoveries of the 20th century. George Gilder Microcosm Ch. 1-2 (CS Journal '91, CS Sentinel Dec 98)
Homework for 1.5: Re-read the first chapter of Microcosm (pages 17-31) and the second chapter. If you haven't written your third journal entry for the week yet, the ideas encountered in Gilder are a good starting point for some free writing about the "Science of Computing" course so far. Bring your journals to class 1.5 (which is Saturday this odd week!).
1.5 Classroom demonstrations: waves and particles, Crooke's tube, laser interference: patterns and predictions are easier than explanations.
Homework for 2.1: Make two lists (in your journal): On the first, list all the properties of waves. On the second, list all the properties of particles. (You should ahve learned a lot about this from class and from Gilder, but you are welcome to research this a bit further.) Read the third chapter of Microcosm. These ideas are a good starting point for some free writing about the "Science of Computing." The free writing might include question about the reading. Bring your printed journal (with the two lists) to class.
Homework for 2.2: Read Bertrand Russell's article (Twenty Questions, pp. 258-260). Read it
first to get the general ideas. Read it again to understand the two questions that Russell formulates. Read Microcosm, Chapter 1 again (pp.17-31). Write your version of Gilder's response to Russell's essay. (For example, can you imagine how Gilder might answer Russell's two questions?)2.2 Karen: Bertrand Russell and reality.
Homework for 2.3: Write questions for the first three chapters of Microcosm — both open questions and closed questions. We'll use these to focus our discussions (and for Tom to focus his lectures and explanations).
2.3 Snow day (ice day, really!)
Homework for 2.4: Look for a good presentation topic. Begin researching the idea.
2.4 More about Microcosm questions. Electronics (plumbing electrons) and von Neumann computer architecture.
Homework for 2.5: Work in pairs to consolidate the questions. Turn in one sheet for each pair Friday. Questions should be marked O (for open) or C (for closed). Write a (free) journal entry. Journals are due Friday (as always).
2.5 What makes a good presentation? Thinking about topics for presentations.
Homework for 3.1: Read Microcosm Chapters 4 and 5 and write questions (open and closed, individually) that arise from the two chapters.
Week 3: Logic, transistors, and the computing industry
3.1 Video about the history of microcosm-related technology. The machine that changed the world (Volume 2: "Inventing the Future")
Homework for 3.2: Read Microcosm Chapters 6 and 7 and write questions (open and closed, individually) that arise from the chapters.
3.2 Work in threes to answer questions. Then meet as a full class to answer remaining questions.
Homework for 3.3: Write a journal entry: Society has gained some things and lost some things from microcosmic inventions (computers, etc.). What are the most significant gains? What are the most significant losses?
3.3 Concept map of Microcosm ideas.
Homework for 3.4: Finish the concept maps. Read "Light of Other Days" by Bob Shaw
3.4 and 3.5 Mary Lu: Writing science fiction. Where is the literature based on the "shock" of quantum physics? You can create it! Think of the possibilities of literature based on: quantum tunneling, particles that move briefly backwards in time, events that have a "dual" character (like the cat that is "both dead and alive") until some conscious agent discovers them, the uncertainly principle, the automation of nearly anything, integrated circuits more complex than the human brain, matter (or us!) replaced by "fields of information"
Homework for 4.1: Develop an outline for your science fiction story:
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"What if . . ." |
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Science idea, gadget, scientific justification |
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Social issue |
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Characters 1, 2, 3 . . . |
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Setting: time and place |
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Plot |
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Point of view (one of the characters, all-knowing narrator) |
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Theme, thesis, solution, resolution |
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What question is raised for the reader? |
The final story will be about 7 to 10 pages long. Bring the outline and a good opening paragraph to class Monday.
Week 4: Learning, entropy, and the computing industry
4.1 Review outlines and opening paragraphs of the story.
Homework for 4.2: read Gilder Chapters 8-9 Write a response to these ideas in your journal.
Gilder Ch. 9: 122-126 Entropy, The universe is wearing out as intelligence is ramping up. Which will win? Where will it end?
4.2 Isaac Asimov "The Final Question"
Homework for 4.3: Open time to work on your presentation ideas and on your science fiction story.
4.3 Learning about PowerPoint
Ruth Carranza "Silicon run" video
Homework for 4.4: Open time to work on your presentation ideas and on your science fiction story and study for test/quiz.
4.4 First test, or maybe just a quiz.
Homework for 4.5: Open time to work on your presentation ideas and on your science fiction story.
4.5 Read the science fiction stories created by the class
Week 5: Evolution and silicon compilation
Homework for 5.1: Read Ursula Le Guin's "Nine Lives" (in the Prof Pack/Readings Pack that you bought for this course). Type up a one-page personal response to the story. Write down several "what if's" you find in the story. Bring both to class with you for sharing on Monday.
5.1 We will share responses in small groups; listen to a few in the large group.
Then we will "explicate" the text (much as we did with poems) by having small groups focus on and examine one topic and share their research with the others. (Topics will be related to technology/science, plot, setting, etc.)
Homework for 5.2: Reread "Nine Lives" with these issues in mind:
What ethical issues do you see emerging from this story? What science do you still need?
Add to the personal response written for Monday. This will count as the second journal entry for this week! ( ;-)> )
5.2 Focus on the human/ethical issues this story raises about cloning.
Homework for 5.3: Open time for your presentation. (You should have a list of information sources, and can start building an outline for the talk.)
5.3 Karen and Tom: myths and realities of cloning
Homework for 5.4 (Wednesday night at 9 PM): Watch the movie "
GATTACA" at Tom's house (One Piasa Drive, Elsah Hills). Tom, Karen, Molly, and Geoff are driving. Meet at the flagpole at 8:50 PM.5.4 Tom: review some topics of Microcosm; and class discussion of "GATTACA"
Homework for 5.5: Read Robert L. Sinsheimer "Genetic Engineering: Life as a Plaything" (Readings Pack)
5.5 Karen: Robert L. Sinsheimer "Genetic Engineering: Life as a Plaything"
Ancient science: The Soul of Science Ch. 10 "A Chemical Code" [Omitted]
Sagan Pale Blue Dot, p. 402 [Omitted]
Weeks 6, 7 and 8: Artificial intelligence, learning machines, and thinking machines
Homework for 6.1: Read quickly Chapters 13, 14 and 15 of Microcosm. Read just for the
Microcosm questions on these chapters. Try to answer these questions (not to turn in, but to discuss tomorrow.) Skim over sections that are not relevant to these questions. Read carefully Microcosm pages 222, 235-239, 245-246.6.1 Review of Gilder Chapters 13-15; reminder to prepare presentation outline (with references). Looking at artificial intelligence (AI).
Homework for 6.2: Read chapter 12 of Chris Evans' The Micro Millennium (in the Readings Pack). Be prepared to discuss how you would measure or prove intelligence in a new setting (such as an alien).
6.2 How would you identify intelligence in an unknown setting?
Homework for 6.3: Work on your Presentation Overview (due on 7.1 — see below).
6.3 Video: The machine that changed the world (Volume 4)
Homework for 6.4: Read chapters 13 and 14 of Chris Evans' The Micro Millennium (in the Readings Pack). Be prepared to discuss the following questions.
6.4 Discussion: Will computers pass the Turing Test by 2050? Will computers ever be intelligent? If time permits: What AI approaches are most likely to pass the Turing test or to be considered intelligent (referring to yesterday's video)?
Homework for 6.5: Work on your Presentation Overview (due on 7.1 — see below).
6.5 Video: "The measure of a man." (Star Trek Episode 35)
Homework for 7.1: Complete the Presentation Overview for your presentation.
The Presentation Overview has three parts:
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Research hypothesis . (Here are four examples: "Virtual reality will transform the design of kitchens in the next decade." "We will soon be able to predict weather accurately for three weeks as a result of computer-based forecasting models." "The utilities and public transportation industries are disturbingly unprepared for Y2K." "Some software recognizes that women interact with computers in significantly different ways than men do.") |
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Five references (books, articles, or other sources of information) in correct bibliographic form. (The Writing Center has a sheet that describes correct bibliographic form.) |
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Presentation outline . |
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These three should fit on one sheet of (hopefully recycled) paper. |
7.1 Reviewing research hypotheses and the Star Trek episode.
Homework for 7.2: Consider these three entities: Data (the Star Trek android), Adolph Hitler, a common cow. Which of these deserves the most rights? Which deserves the least rights. Most importantly, why?
7.2 How do we assign rights?
Homework for 7.3: Read "Robots and Minds" by William Lycan in your Philosophy text Twenty Questions (pp. 201 - 207)
7.3 "Robots and Minds."
Homework for 7.4: Re-read Chapter 13 of Micro Millennium by Chris Evans (Readings Pack). After examining the 10 objections to the idea that computers can think, leave Tom a phone mail message (x5279) with the objections which you find most convincing. ("Hi Tom, I think the 1st, 4th, and 7th are the most convincing.") Can animals (like gorilla and dolphins) think? Would these objections apply to animals? You might check out these Web sites, too:
Do animals think? (like Koko — read an on-line "chat" with Koko — also the dolphins of Kewalo Basin — dolphin language)
7.4 Revisitng Evans' collection of arguments against the possibility that machines can think.
Homework for 7.5: Read John Searle in Twenty Questions: all of page 211 and the first 6 lines of page 212.
7.5 Concept mapping the terrain of AI.
Homework for 8.1: AI Concept Map (or 3-page paper clearly illustrating your understanding of these terms).
8.1 Misha Mahowald. Building senses for computers, and women in science.
Homework for 8.2: Read Asimov's Bicentennial Man (in the Readings Pack) Read it to assess how well it works as a story.
8.2 and 8.2 Mary Lu: Asimov: Bicentennial Man
Homework for 8.4: Note your presentation date (Week 10, below). Review the big ideas, discoveries, and remaining questions of AI in a journal entry.
8.4 Summarize the goals and discoveries of our study of AI.
8.5 Second Exam
Week 9: Where do we go from here?
Homework for 9.1: Read Microcosm pages 353-355 of Chapter 27 and all 13 pages of Chapter 28. Here Gilder gives his most unbridled case for the microcosm. Although this is only 16 pages total, it is not easy reading. Keep your dictionary at hand, and raise questions or challenges for Gilder. Write a journal entry that responds to these pages.
9.1 Tom; Gilder Ch. 27, 28
What control do governments have over corporations? Are governments losing control of corporations? "Ideas are subjective events that always arise in individual minds." Quantum economy is an economy of mind.
Mind, brain, body. Wilder Penfield and the search for consciousness
9.2 and 9.3 Mary Lu: E. M. Forster "The Machine Stops"
Homework for 9.4: Bring your science fiction short story (or some other 2-3 page sample of this quarter's writing). Bring the first two minutes of your presentation. (Please read the following note about the activity for Day 9.4.)
9.4 Catch up on your individual portfolios (15 minutes); present the first 2 minutes of your presentation to a small group of 3 or 4 very supportive classmates.
Homework for 9.5: What two things are you most concerned about in presenting? Bring the first four or five minutes of your presentation.
9.5 Presentation workshop continued. Discuss the concerns. Present a few key ideas to each other.
Week 10: Oral presentations by students.
Click here to see the evaluation form.Note that Tom will hold PowerPoint "dry runs" to check out the room, projector, mouse, etc. Sunday 9-10pm, Tuesday 7-8pm, Thursday 9-10pm.
10.1 Justin, Ben G., Eliva
10.2 Geoff, Leah, Melissa
10.3 Lillian, Molly, Emily
Homework for 10.6: (Last Rapids assignment!) The Director of Assessment, Margaret Powell, sent each of you an evaluation form for your FYE course. This is the report card for Mary Lu, Tom, and Karen. Be sure to bring it to class Saturday.
10.6 (Exam Day) Saturday: 10:30 - 12:30 Ben H., Linda, Brady, Morgan, Janine, Amanda
Professors: Mary Lu Fennell, Tom Fuller, Karen Grayson
Revised: 5 March 1999 at 9:00 PM