Quantum Mechanics

I've been to four Philosophy of Quantum Mechanics clases, and I can't say I really understand what's going on. This is a Problem, because:

A) Every day the professor says "it's okay if you don't get it, it's quantum mechanics! nobody really understands it." Which isn't so helpful when none of it makes sense and you're sifting through thought-piles of [what you don't know] and [what you don't know you don't know] and [what no ones knows]. How can you tell the difference?

B) There is homework every week. We're only required to turn in 6 out of the 9 homeworks, and last week I skipped it. I don't want to get into the habit -- eventually I have to turn in 6 of them! -- but I can't wrap my mind around it.

"The deterministic hidden variables theory of the correlated spin experiments discussed in class can be salvaged—even in the face of the observed statistics for the experiments in which θ1 ≠ θ2—if we assume that the choice of magnet settings on the left and right, on any given run of the experiment, is not independent of the state of the particle pair – that is, if we assume that there is the right kind of systematic correlation between the state of the particle pair, on any given run of the experiment, and the settings of the magnets, on that run. (This is the assumption that there is a “hidden conspiracy”.) Explain, in detail, why this is so."

Come again?

C) I'm having second thoughts about this class. It's my *elective* after all, and shouldn't I be doing something that will help me in real life post-school, or at least something that is a piece of cake? Perhaps I could learn how to make and edit videos and develop some kind of passable trade on which I can say "world! this is my skill. please make productive use from it. (and a paycheck wouldn't hurt)."

I think I'm just having WASP guilt for taking a philosophy class when I could have been learning Final Cut Pro (a popular video production software).


But what if I could convince myself that this *is* it, that Quantum Mechanics is my purpose in this time and place... and that I ought to dive into dense theory and swim around for awhile. Wouldn't it be nice to find a secret underwater cave?

Day 2. Vapors.

Looks like I'll be able to come to the first class (and hopefully join thereafter?) of "technologies for creative learning" at MIT -- the win of the day! First class is Sept 14th. The course description --

"Explores the design of innovative educational technologies and creative learning environments, drawing on specific case studies such as the LEGO Programmable Brick, Scratch software and Computer Clubhouse after-school learning centers. Includes interactive activities with new educational technologies, reflections on learning experiences, and discussion of strategies and principles underlying the design of new tools and activities."

I also heard back from a science policy expert at the public policy school who's class I was excited to take as an elective, but it turns out she's on leave this year. She invited me to join her fellows reading group. Academic consolation prize?

JZ's sister and niece came into town tonight -- the niece is moving into her dorm tomorrow (and I get to take a break and accompany on their epic Target trip.)

Questions, not answers.

I'm keeping track of questions that bubble up as I skip through my short stint in academia. Hopefully, writing them down will prompt me to work on them.

What are the biggest threats to science?

• Religious zealots? Socialism? Outdated science pedagogy? Broken graduate-university-research system? Does this change depending on cultural context?

The First Day.

It was a whirlwind -- I am so tired now (mentally) that it takes a lot to get the gears turning. We'll have to leave it at an entirely too brief summarization.

Best: The most perfect syllabus exists. It's history of science 183.

"What is the relationship between technology and politics in global democracies? This course explores various forms of technology, its artifacts and experts in relation to government and political decision-making. Does technology ““rule”” or ““run”” society, or, should it? How do democratic societies balance the need for specialized technological expertise with rule by elected representatives? Topics will include: industrial revolutions, factory production and consumer society, technological utopias, the Cold War, state policy, colonial and post-colonial rule, and engineers' political visions."

Worst: The *very* first class I went to was "Biotech and Society"... and the lecture was a bone-dry, read-from-the-notes talk about the history of BEER (its agricultural, scientific, and economic roots) in the hopes of getting the undergrads psyched to stay in the course. It felt Simpsons-esque, and I felt weird when I didn't laugh like an 18-year old dreaming about keggers at the ancient Egyptian drawings of servants holding their mistress' hair back when she got sick after a wild pyramid party. (ok maybe only a little on the inside). Thank you shopping period, for giving me an opportunity to find something better. Why "Islam, Gender, and Sexuality," you look enticing -- see you on Tuesday, 2-4 pm.

Tomorrow, I try to talk my way into MIT science writing classes, and brave the paper-ful, maze-like bureaucratic nightmare that is CROSS REGISTRATION. Goodnight.