Library

Library [∞]

Information technology/history

Einstein was asked, but did not know the speed of sound as included in the Edison Test . When this was pointed out, he said, “[I do not] carry such information in my mind since it is readily available in books. "

Exercises:

1

Library: Exercise: Einstein vs. Edison [∞]

1

Introduction Facts vs. Intelligence [∞]

Index: Points: Badge index:

Exercise Awareness - classification : Classify Edison's questions. Teaser  : Social engineers have been obsessed with measuring intelligence. They want to improve the human condition by breeding smarter people. It is a trope in popular fiction because it mirrors truth.

This challenge is not about debating the pros and cons of such endeavors, but in exploring the kinds of intelligence as used in Acton literature. You will be exposed to other definitions of intelligence, and you may choose to use those frameworks in other conversations. For convenience we will speak of information, skill, and ability as our classification of intelligence types.:

1. Input Read  : Would You Pass Thomas Edison’s Employment Test?

1.1.Vote <1 : Do you retain all facts you have ever learned?

1.2. Discuss <5 : How would you know if you have forgotten something?

1.3. Research ? : What is the difference between reasoning and intelligence?

1.4. Game Categorize Edison : Identify questions on the test as requiring knowledge, reasoning, or intelligence.

1.5.Vote  : Is the Edison test worth the time to attempt to pass vs. Is it a waste of time? If it is a waste. what makes it so?

1.6. Discuss ? :

1.7. Analyze evaluate : Are there things on the test the are worth memorizing? If so, add them to your I-want-to-memorize diary .

1.8. Analyze evaluate : Are there things on the test that make you curious? Add them to your I-want-to-research-sometime diary .

1.9. Display  : Share from your diaries.

Game [[ ]]: data recall, IQ , spatial relations. Kinds of intelligence , label the activity.

Game [[ ]]:

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2. Input Read  : National Park Service review of Edison.

2.1. Discuss  : There are two sides to the 'Edison story'. What motivation did the ones telling the story have?

2.2. Analyze evaluate : Would you prefer that your life be reviewed by the press or the park service? Which has the larger audience? Which is more fair/forgiving?

2.3. Discuss  : Compare the quotes on doing good selflessly with the attitudes of Edison. Is a legacy still a legacy if no one knows about it?

2.4. Analyze evaluate : What are the motives of the author who wrote about the Bangerter pumps?

2.4.1. Research  : When was the historic high water level?

2.4.2. Research  : When were the pumps turned on?

2.4.3. Analyze  : Was 1987 a high rain year?

2.5. Analyze  : Compare the article with the facts

2.6. Display  : Results of Bangerter pump research

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3. Einstein and Edison were geniuses who saw things differently and did things differently; or were they?

3.1. Research 15 : What products did each produce. These articles may or may not give sufficient information.

3.1.1. Thomas Edison article and vids

3.1.2. Albert Einstein article and vids

3.2. Research 10 : How many people did each employ?

3.3. Analyze evaluate : How did each change the world?

3.4. Discuss  : Which model do you prefer?

3.5. Skim  : "Albert Einstein – was he a thief, a liar and a plagiarist?"

3.5.1. Discuss  : Prior art. How do you know if credit is necessary; or due?

3.5.2. Discuss  : Was Einstein an inventor or theorist?

3.5.3. Discuss  : Do ideas deserve the same protection as invention?

4. Discuss  : What do ideas and invention need protection from? Enumerate.

4.1. Discuss  : Why would people intentionally destroy information?

4.2. Discuss  : How is information accidentally lost?

5. Discuss  : For each threat mode, what protections can be taken?

5.1. Display  : Storage modes, threats and protections.

6. Story  : Bob tell of black book. <Sr. High yearbook>. May engage other guides to participate in how they did or did not keep contact with friends.

6.1. {{discuss| solution to the story.

6.2. Display  : Your solution.

4

You have examined concepts of intelligence, reasoning, and learning. No doubt we all use all three. We usually use them naturally. The purpose of these exercises was to help you explore when to intentionally memorize, or to access another information repository resource.

4.1. Discuss  : Give an example of a subject where you remember many facts about it. This is sometimes called 'domain knowledge' in industry. A welder is expected to know inspection methods, plan reading, safety procedures. These are not things you want your welder to have to look up. However, he might look up material properties, and specifications.

4.2. Discuss  : Name one career you might be interested in.

You likely have not chosen a career. For the sake of discussion, name one of interest to you, and the kinds of things you would want to memorize and those things that are available in other resources.

4.3. Discuss  : How do you decide when to memorize, or when to use books or other sources?

4.4. Before calculators were invented, engineers used to memorize pi to 8 or 16 digits (3.1415926535897932). They did this just because they used it often. Other resources now extend our memory.

4.4.1. Research  : Other memory extenders.

4.4.2. Analyze categorize : Categorize your list by the kind of information and how it is accessed.

4.5. Display  : What have you learned about memory extensions.

References

Review

Points of interest

Games

Glossary

Analyze [∞]

1.Vote by hand : if individual or group effort.

2. Compare, contrast, identify patterns and incongruities, categorize, evaluate, etc.

3. Display  :

4. Add items to your diaries as desired.

Artifact [∞]

Display of learning. Minimal requirement listed.

Discuss [∞]

1. Discuss the proposition for the suggested time.

2. Heroes may keep notes in their I-want-to-research-sometime diary ".

Display [∞]

Knowledge, ability, and skills may be displayed many ways. This list is suggestive, not exhaustive:

Presentation, with or without visual aids

Process artifact - remnant of your process

Report - summary of activity and result

Smoke and mirrors - "I don't know why I did it or what I learned, but this is what I got."

Game [∞]

Gamified activity. Follow link to game instructions.

I-want-to-memorize diary [∞]

This is an optional personal artifact of learning. It is a place to capture things you would like to memorize later. The hero may wish to prioritize them and submit them to the guides for development of memory techniques to facilitate memorization.

I-want-to-research-sometime diary [∞]

This is an optional personal diary of things that captured the hero's interest. Later these can be used to inspire discovery in new areas. They may be given to the guides as ideas for new challenges.

Point of interest [∞]

The points of interests are called to the hero's attention as things mentioned in the activity which may be of interest for further discovery.

When the hero is enticed by the topic listed, it is suggested that a note be made in the hero's I-want-to-research-sometime diary .

Choice research [∞]

1.Vote by hand: Individual or group research

2. Discuss as needed : Findings

3. Display  :

Skim [∞]

Tease ideas from the text without fully reading it.

1. Read Key Sentences

2. Scan for name and numbers

3. Scan for trigger words

4. Skim small parts of text for key ideas

Verify [∞]

There are various degrees of verification.

1. Observe - a cursory review that artifacts exist

2. Analyze - review the thought process

3. Interview - Discuss with the hero the process or reults

Vote [∞]

1. State the proposition

2. Discuss and clarify questions no more than the time suggested.

3. Secret vote, if possible, so as to not influence others. This needs a quick way, probably not by ballot. Otherwise by hand.

4. Tally and announce.

4. Choice Academy has many books, some are owned and some are loaned.

4.1. How do you find information you need from books within the school library?

4.2. Can you find the book easily?

4.3. Can you find the information you need easily in the book?

4.4. Is there a better way?

5. Examine various library indexing systems.

5.1 What do they have in common?

5.2. How do they differ?

6. Select two search engines

6.1. Select a book from the school library of interest.

6.2. Select a piece of information/knowledge from the book that you think might not be available to the search engine.

6.3. Search for your selection in both search engines.

6.4. Report your result. Extra points if something in the book is not available to the search engine.