Statistics of my professor…

I guess I’ve already told you about my aerodynamics professor when I talked about my newly found way of memorizing. But, that’s history. It happened during the last semester, it makes use of low speed flow. This time, it’s high speed!

So, today we had our usual aerodynamics class. As usual, I was reading my “Classical Mechanics” book (Well, I don’t feel comfortable taking notes during classes of these kind). Soon, three of us got bored. Our professor is well-known for his amazing habit of copy-pasting stuff (equations & derivations go to the blackboard, paragraphs & history spills outta his mouth, often with the question, “Right?”) – from books like “Fundamentals of Aerodynamics” (by J.D. Anderson – last sem) and “Gas Dynamics” (by E. Radhakrishnan – going on now).

Within a few minutes since the start of his class, we started observing the same “thing”, inferred his activity, smiled at one another, and converged on the same idea…

What did we do?

The idea is to count the number of times he looks at his book before writing an expression (sometimes, barely the notation, or some line/curve in the diagram). One brought out the idea aloud (we three got interested as we were on the same potential barrier), one started gathering the data (He counted for half an hour), and the other one gathered the data, played with it, got the surprising result, and now he’s blogging about it. (Yep, it’s me!)

I collected the data from the counter every five minutes. We found that he peeked into the photocopy of the book (he brings a few set of them each class) for about 278 times over the period of half an hour.


Don’t worry about the crests and troughs in the graph. The troughs occur when he’s either drawing a figure, or starring at us (which implies that he’s waiting for us to copy what he has plagiarized on the board), and the crest is when he’s deriving some formula.

So, let’s calculate the ratio, based on my knowledge and a rather funny guesswork.

The average human response to record something would be about a single part of the formula every 2 seconds (Yeah, go on, choose an “unknown” equation, check how long it takes for your brain to get the thing into your mind for reproduction). Okay, I’ll choose a sample of today’s disaster of equations…

V_r=V_\mathrm{max}\ \mathrm{sin}\bigg(\phi \sqrt{\frac{\gamma-1}{\gamma+1}} \bigg)

This is a snippet from Prandtl-Meyer function. So, he writes V_r in the board, peeks for a second, writes V_\mathrm{max}\ \mathrm{sin()}, peeks for a second, and it goes on. Oh, and he spells it aloud, for us to hear which position of the book he’s exactly at!

Anyways, first let’s see the average value of his peek

2\times f_\text{rms}=\sqrt{38^2+32^2+34^2+35^2+52^2+42^2+45^2}

… which is 40.2528 every 5 minutes (or) 0.134176 Hertz. Now, like I said, the frequency of an average person who’s got no idea about the subject (the funny thing is that, at any moment, more than half of the students in his class can be safely considered as a layman) would be 0.5 Hertz.

Wow! Look at the ratio… It’s about 0.268352. So, the conclusion?

f_\text{rms}=0.268352\ f_\text{layman}

You know what this exactly means, right? Now, you’re asking, “Are you people listening to someone who’s rate of copy-pasting averages to about 25% the rate of that of a layman?”. Yep! You’re goddamn right!

To others who ask, “What’s the big deal with that?”, you don’t have to think of the ratio. You just cling to the frequency. Would you even bother to care about someone who just copies the book, peeking into the book every 7.453 seconds on average (it’s just a chance, it says that you can expect him to see the book within that time period), and would you still accept him as your professor?

That being said, it doesn’t mean that I don’t have any respect at all. This is wholly for fun. It just explains why I don’t care about their so-called style of teaching” and of course, why I read “Classical Mechanics” during classes of those kind… (Obviously, it also means that I’m the person who’s trying to be productive!)


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