I finally arrived in Australia. A delayed flight caused me to miss my connection, but I wasn't alone. There were half a dozen other passengers in the same boat, and we bonded while waiting for hours in the customer service line to get hotel rooms for the night. The following day was better than expected, got to see some family and rest before heading back to the airport. All 6 of us who were stranded ended up being seated in two rows on the same side of the plane, so we got to compare notes about our experiences and how the day had been. These people were random strangers, but we had some really good conversations and realized we had a lot in common.
I've been talking to a lot of people lately. Normally I interact a lot with a few people, but this was a lot of shorter exchanges. Part of me thinks that when people are traveling they're more likely to initiate / accept conversation with someone they don't know. But there is something else going on here. When I was in Argentina, people were nice to me after they got to know me. But it was rare for random people to offer to help before they knew who I was. It only happened once or twice as far as i know.
Australians are some of the nicest people I have ever met. I know it's a broad generalization, but I had people I barely knew volunteering to give me Australian dollars in case there was a fee for a shuttle and I hadn't had a chance to exchange money yet. Someone else explained tipping to me on the spur of the moment. I learned about how speech pathology services are provided by the state government and how the PD for teachers is different from that for speech pathologists. Upon hearing about my fellowship, a couple on a shuttle bus explained the idea of the OP exams (which have apparently been phased out). I've been blown away by how kind people are and I have only met one person who agreed to help me beforehand- all of these other interactions were random. I could get used to this!
Monday, July 13, 2015
Saturday, July 11, 2015
Big doings - Global Teacher Fellow
This must be some sort of a record two posts in one week? What sort of crazy things will happen next?
The answer is: A whole lot! I'm leaving for Australia where I'll be traveling as a Rural Trust Global Teacher Fellow (Rural School and Community Trust). I applied for this back in January after hearing about it and realizing that I wanted to do something beyond my normal work. I realized that I needed to go somewhere in the southern hemisphere to be able to observe classes during my summer vacation. The requirement to travel over the summer was an integral part of the program. I choose Australia based on the suggestion of Dr. Dan MacIsaac, my advisor from graduate school, who had heard of the work being done at Deakin University and suggested I check it out.
Out of the blue I emailed Dr. Russell Taylor at Deakin University. Dr. Tyler send me some articles to read, told me about the research that was going on, and gave me more information about the school system in the province of Victoria. He invited me to come on down if my application was successful, and lo and behold it was!
It's been a whirlwind of the school year and I'm finally at the point where I can breathe a little bit well in between taking care of my kids and trying to get ready for this trip. I'm getting more excited and more nervous every minute there's a lot to do before I go but I'm also excited about the possibility of learning from other teachers professors change that to end. Hopefully this will help re-energize my own physics teaching will also give me a window into different educational system that approaches students learning in a different way than my own. I feel that this will be invaluable and I'm thrilled to see how they do things, especially reflective writing. I'm also excited to interview the teachers- nothing terribly formal- just a conversation about how their location reinforces their teaching, how they help students relate to the material, and how they grow professionally as educators – basically the same things that I struggle with as a teacher. I'm hoping to be able to visit teachers and schools that are located in areas similar to my own. I'm not positive that this will happen because those teachers are fairly isolated and Australia is a huge place. I'm limited to the province of Victoria but hopefully I'll be able to find some schools where I can observe things that are relevant to my own teaching. Dan O'Keeffe, a retired physics teacher who runs the Vicphysics Teachers' Network, has been a godsend, helping me figure out logistics and putting together an itinerary for me to visit different schools.
A lot of my preparation before I leave has also been technological: trying to get a good app to do interviews, trying to organize my notes and my thoughts for everything that I want to get out of this experience. I've decided to use this blog is a place to chronicle all of my different visits. Probably won't be anything too detailed but after each school I go to I'm hoping to put some quick notes up here so that people can see my impressions and track my trip.
So thanks for taking the time to read this- and come back soon to see more new stuff!
The answer is: A whole lot! I'm leaving for Australia where I'll be traveling as a Rural Trust Global Teacher Fellow (Rural School and Community Trust). I applied for this back in January after hearing about it and realizing that I wanted to do something beyond my normal work. I realized that I needed to go somewhere in the southern hemisphere to be able to observe classes during my summer vacation. The requirement to travel over the summer was an integral part of the program. I choose Australia based on the suggestion of Dr. Dan MacIsaac, my advisor from graduate school, who had heard of the work being done at Deakin University and suggested I check it out.
Out of the blue I emailed Dr. Russell Taylor at Deakin University. Dr. Tyler send me some articles to read, told me about the research that was going on, and gave me more information about the school system in the province of Victoria. He invited me to come on down if my application was successful, and lo and behold it was!
It's been a whirlwind of the school year and I'm finally at the point where I can breathe a little bit well in between taking care of my kids and trying to get ready for this trip. I'm getting more excited and more nervous every minute there's a lot to do before I go but I'm also excited about the possibility of learning from other teachers professors change that to end. Hopefully this will help re-energize my own physics teaching will also give me a window into different educational system that approaches students learning in a different way than my own. I feel that this will be invaluable and I'm thrilled to see how they do things, especially reflective writing. I'm also excited to interview the teachers- nothing terribly formal- just a conversation about how their location reinforces their teaching, how they help students relate to the material, and how they grow professionally as educators – basically the same things that I struggle with as a teacher. I'm hoping to be able to visit teachers and schools that are located in areas similar to my own. I'm not positive that this will happen because those teachers are fairly isolated and Australia is a huge place. I'm limited to the province of Victoria but hopefully I'll be able to find some schools where I can observe things that are relevant to my own teaching. Dan O'Keeffe, a retired physics teacher who runs the Vicphysics Teachers' Network, has been a godsend, helping me figure out logistics and putting together an itinerary for me to visit different schools.
A lot of my preparation before I leave has also been technological: trying to get a good app to do interviews, trying to organize my notes and my thoughts for everything that I want to get out of this experience. I've decided to use this blog is a place to chronicle all of my different visits. Probably won't be anything too detailed but after each school I go to I'm hoping to put some quick notes up here so that people can see my impressions and track my trip.
So thanks for taking the time to read this- and come back soon to see more new stuff!
Monday, July 6, 2015
What Matters
This was my first year teaching AP Calculus. It's been an incredibly busy year and I've been fighting to get out from beneath a crushing workload all year long. Hence the long gap since my last post... and the long period of silence before that! I have high hopes of being able to use this space to reflect on some of the things that went well this year and other things I want to work on.
Let's start off on a high note- the projects my AP Calculus students did at the end of the year. After the AP exam we still have 5 weeks of classes. We covered some material I'd skipped and another topic or two I felt that they should be exposed two before taking their next calculus course, if they're going to take more math that is. After that I cut them loose to work on independent projects individually or in pairs, but with the admonition that if they worked with someone else I'd expect twice the awesomeness that either would have achieved alone.
I was inspired to do this by some other calculus teachers, most notably Sam Shah. I gave my students a rough list of ideas and told them that I'd actually prefer it if they came up with their own topic. I was thrilled with their work and the presentations they gave to the class. Even the groups I worried were going to fall flat rose to the occasion. Here is a brief description of my students and their projects.
Let's start off on a high note- the projects my AP Calculus students did at the end of the year. After the AP exam we still have 5 weeks of classes. We covered some material I'd skipped and another topic or two I felt that they should be exposed two before taking their next calculus course, if they're going to take more math that is. After that I cut them loose to work on independent projects individually or in pairs, but with the admonition that if they worked with someone else I'd expect twice the awesomeness that either would have achieved alone.
I was inspired to do this by some other calculus teachers, most notably Sam Shah. I gave my students a rough list of ideas and told them that I'd actually prefer it if they came up with their own topic. I was thrilled with their work and the presentations they gave to the class. Even the groups I worried were going to fall flat rose to the occasion. Here is a brief description of my students and their projects.
- Two students worked individually to artistically render different related rates problems. One chose water being poured from a watering can into a plant with the excess coming out of the bottom. Another depicted an athlete sweating at the same time he drank from a water bottle. This was a great avenue for these students to apply their artistic talents to calculus.
- A student looked at a hypothetical plot of land and investigated the respiration rates of different species of plants that could possibly be planted there to evaluate each plant's contribution toward producing oxygen, food food, and also the impact it would have on the soil and the water it required. This was a lot to bite off and it didn't get reach fruition, but the intent was spot on.
- A student looked at how the mass of a container changed over time based on what was being poured into it. I was hoping to see something more complicated than a cylinder, but the rig itself turned out to be challenging to construct so I was fine with the final product.
- For one of the weekly reflections earlier in the year I gave the students a choice of two prompts. One was to evaluate a claim about the length of a meandering river. Only one student tried it, and didn't get very far. One of his peers picked it up and analyzed 4 different rivers using LoggerPro and Excel. He got 1.93, which is remarkably similar to this article, which he found after his analysis was complete.
- A pair of students tackled the dating pool problem from Think Thank Thunk. They came up with their own creepiness rule, which included a clause that one could not date a person who was equal in age to (or younger than) their own child. This made life difficult, but they complicated matters a bit by looking at issues of sexuality and how the LGBT population factors in. They had difficulty tracking down precise data, but came up with results similar to those that Sean's students got (one's dating pool is largest at age 39).
- Two students wrote a related rates problem, solved it, and then turned it into a song. My video is of appallingly poor quality, but the audio is where it's at.
- Finally, earlier in the year one of my students was visibly appalled at my attempt to model 3-D solids using cross-sections on top of curves. I'll be frank- I tried really hard, but failed miserably. He wanted to do better and produce something that future students could relate to better than my ill-fated attempts. He generated a complicated curve using Desmos and then exported it to Excel as a string of points. We sent it to AutoCAD as a polyline (love their policy of letting educators use the full program for free- I know how I'm doing my 3-D solids next year!). We layered a rectangular array of polylines over it- all parallel to the y-axis. Then we trimmed them to the original curve and extruded each as its own polysolid. This was tedious because the height for each had to be set to be the same length as the polyline it was going on top of (he was stacking squares). He wanted to have 346 different squares, but I talked him down to 22 or so. It still turned out really well.
By the way, I used to teach AutoCAD, so this wasn't completely off the cuff.
Can't wait to do projects again next year! AP scores came out today. I am psyched with how my students did, but I'm more excited about sharing these projects.
More news to come, hopefully in the near future. Headed off on a big trip and I am going to be blogging about it here, so stay tuned!
Wednesday, December 17, 2014
Belated goodness of the calculus variety
I've been out of the habit of blogging for some time now, mostly because I'm teaching new courses this year. One is AP Calculus, and while it's way more fun than I imagined it would be, the workload is onerous.
I've been trying to integrate as many real-world experiences as possible into class. Curiously, some students really resent this: they believe that math courses are for doing dry problem sets, not analyzing phenomena from the wild. It's an interesting mindset, and breaking the I-we-you routine (see third paragraph) that they expect has proven difficult. We've found a compromise that seems to be working reasonably well, and we've been doing some neat things.
Yesterday we found a way to do the classic sliding ladder problem experimentally. It took a while to get the setup right, but in the end it worked like a charm.
The camera was a little bit too high to see the constant velocity buggy, but I was able to track its motion using the top of the bulls-eye I drew on a piece of paper and attached. The vertical bulls-eye worked like a charm- Tracker's autotracker function is sweet.
Using the x, y, and dx/dt values at t=1.4s predicted a dy/dy of -0.255 m/s Experimentally we got -0.2146 m/s. Not bad for the first go-around.
Stuff I've found useful lately:
Keeping me full of good ideas: Think Thank Thunk
Notes and Organization: OneNote
Graphing: FluidMath (still working on using this more- wish it worked inside OneNote or that OneNote had better math recognition)
Good read: Dan Kennedy
I'll do my best to post more regularly. Hope all is well!
I've been trying to integrate as many real-world experiences as possible into class. Curiously, some students really resent this: they believe that math courses are for doing dry problem sets, not analyzing phenomena from the wild. It's an interesting mindset, and breaking the I-we-you routine (see third paragraph) that they expect has proven difficult. We've found a compromise that seems to be working reasonably well, and we've been doing some neat things.
Yesterday we found a way to do the classic sliding ladder problem experimentally. It took a while to get the setup right, but in the end it worked like a charm.
The camera was a little bit too high to see the constant velocity buggy, but I was able to track its motion using the top of the bulls-eye I drew on a piece of paper and attached. The vertical bulls-eye worked like a charm- Tracker's autotracker function is sweet.
Using the x, y, and dx/dt values at t=1.4s predicted a dy/dy of -0.255 m/s Experimentally we got -0.2146 m/s. Not bad for the first go-around.
Stuff I've found useful lately:
Keeping me full of good ideas: Think Thank Thunk
Notes and Organization: OneNote
Graphing: FluidMath (still working on using this more- wish it worked inside OneNote or that OneNote had better math recognition)
Good read: Dan Kennedy
I'll do my best to post more regularly. Hope all is well!
Monday, July 22, 2013
Summer Reflections
I've been meaning to write this for some time, and I finally got the chance during a trip I took recently. I wanted to reflect a bit about the year and start thinking about next year.
Regents: The course went pretty well. I've been giving a lot of thought to how I teach- part of me wants to abandon my lab program (which I love) to spend more time on whiteboard debriefing. However, our 38 minute periods don't lend themselves to this mode. I was pushing for adjacent labs with the same roster as the class, but it doesn't look like it's going to be possible. I love the idea of physics soulmates that Kelly uses!
AP: I erred on my timing. I was pushing to be able to assess each target 3 times on in-class assessments With ~40 standards and two on each weekly assessment, this simply wasn't possible. I backed off this after the first semester in an effort to make up for lost time, but the damage was done. We also ditched the independent lab program, which I wasn't happy with anyway- it seemed like the students weren't interested and didn't have the time or motivation to finish things that needed a little bit more oomph outside of class. We spent a lot of time on an awesome projectile motion project with tennis balls, but we probably didn't have that much time to spare. I realized it once we were partway through, but didn't want to do it half-assed.
Toward the end of the year the pace was too fast- we were able to cover the material, but it didn't truly sink in. In addition, there was a lot of backlash against SBG. About half the class was dissatisfied with it, others wanted to see it modified in one way or another. They also blamed it for the slow pace of the course, which wasn't the root problem- it was how I implemented it. Some of the students lost faith and were very upset with their experience, saying on their final reflection of the year that they would not recommend the course to future students.
I was disappointed by this, but I understand where they were coming from. As a school/system we're so fixated on the HW/quiz/test system of getting a good grade that something different seems to throw students for a loop. For the majority of them, despite their best intentions, when push came to shove they didn't do the recommended conditioning since it wasn't required. They left it all until the end of the marking period and tried to cram it in, but since they weren't practicing as they went their skills in these areas suffered, and then the new topics that built on these skills were shaky.
My advisor in graduate school always told me that you are what you grade. I have always tried to follow this mantra in determining how I want to assess my students. The last time I taught AP Physics using a traditional grading system I used the following breakdown::
30% Homework
30% Tests
15% Labs
5% Quizzes
20% Class Participation
This year I gave 70% to core standards, 20% to advanced standards, and 10% to experiments and class participation.
Here is what I'm thinking about for next year: go back to a traditional grading system, but with a SBG twist and modified percentages to encourage the behavior I want to see.
15% Homework
40% Tests/Quizzes (in class work)
25% Experiments
30% Class participation
I want to make sure they do homework/practice, but not doing it perfectly shouldn't kill their overall average. So I want to base the bulk of their grade on what they do in class. I really liked the weekly assessments and frequent feedback, so I might try to keep that trend going with bi-weekly test/quizzes and then bigger assessments for each marking period- sort of like the prelim system used at Cornell.
Frank posted a short SBG reflection. I'm not sure how I'll assess by concept- if I use the standards I utilized this year I'll have to pare them down and redesign them- some weren't great. What really caught my attention was the first link in his #2. What I love about this method is how you have tests, but the scores aren't set in stone. You can try that section again on the final exam, and if you do better it erases your previous grade. But if you did well on the original test, you don't have to complete that section on the final exam. I'm trying to figure out how to do this- it's complicated by the need to submit marking period grades that are set in stone every 10 weeks. Hence the leaning toward a quarterly exam with more frequent quizzes on individual topics/concepts. The trick is going to be organizing it from the outset.
Doing this should also help me with my pacing. This has always been something that I struggle with- I am loath to move on until the majority of students have mastered a concept because I know that shaky foundations make for a weak overall structure. Always something to improve, that's for certain!
Regents: The course went pretty well. I've been giving a lot of thought to how I teach- part of me wants to abandon my lab program (which I love) to spend more time on whiteboard debriefing. However, our 38 minute periods don't lend themselves to this mode. I was pushing for adjacent labs with the same roster as the class, but it doesn't look like it's going to be possible. I love the idea of physics soulmates that Kelly uses!
AP: I erred on my timing. I was pushing to be able to assess each target 3 times on in-class assessments With ~40 standards and two on each weekly assessment, this simply wasn't possible. I backed off this after the first semester in an effort to make up for lost time, but the damage was done. We also ditched the independent lab program, which I wasn't happy with anyway- it seemed like the students weren't interested and didn't have the time or motivation to finish things that needed a little bit more oomph outside of class. We spent a lot of time on an awesome projectile motion project with tennis balls, but we probably didn't have that much time to spare. I realized it once we were partway through, but didn't want to do it half-assed.
Toward the end of the year the pace was too fast- we were able to cover the material, but it didn't truly sink in. In addition, there was a lot of backlash against SBG. About half the class was dissatisfied with it, others wanted to see it modified in one way or another. They also blamed it for the slow pace of the course, which wasn't the root problem- it was how I implemented it. Some of the students lost faith and were very upset with their experience, saying on their final reflection of the year that they would not recommend the course to future students.
I was disappointed by this, but I understand where they were coming from. As a school/system we're so fixated on the HW/quiz/test system of getting a good grade that something different seems to throw students for a loop. For the majority of them, despite their best intentions, when push came to shove they didn't do the recommended conditioning since it wasn't required. They left it all until the end of the marking period and tried to cram it in, but since they weren't practicing as they went their skills in these areas suffered, and then the new topics that built on these skills were shaky.
My advisor in graduate school always told me that you are what you grade. I have always tried to follow this mantra in determining how I want to assess my students. The last time I taught AP Physics using a traditional grading system I used the following breakdown::
30% Homework
30% Tests
15% Labs
5% Quizzes
20% Class Participation
This year I gave 70% to core standards, 20% to advanced standards, and 10% to experiments and class participation.
Here is what I'm thinking about for next year: go back to a traditional grading system, but with a SBG twist and modified percentages to encourage the behavior I want to see.
15% Homework
40% Tests/Quizzes (in class work)
25% Experiments
30% Class participation
I want to make sure they do homework/practice, but not doing it perfectly shouldn't kill their overall average. So I want to base the bulk of their grade on what they do in class. I really liked the weekly assessments and frequent feedback, so I might try to keep that trend going with bi-weekly test/quizzes and then bigger assessments for each marking period- sort of like the prelim system used at Cornell.
Frank posted a short SBG reflection. I'm not sure how I'll assess by concept- if I use the standards I utilized this year I'll have to pare them down and redesign them- some weren't great. What really caught my attention was the first link in his #2. What I love about this method is how you have tests, but the scores aren't set in stone. You can try that section again on the final exam, and if you do better it erases your previous grade. But if you did well on the original test, you don't have to complete that section on the final exam. I'm trying to figure out how to do this- it's complicated by the need to submit marking period grades that are set in stone every 10 weeks. Hence the leaning toward a quarterly exam with more frequent quizzes on individual topics/concepts. The trick is going to be organizing it from the outset.
Doing this should also help me with my pacing. This has always been something that I struggle with- I am loath to move on until the majority of students have mastered a concept because I know that shaky foundations make for a weak overall structure. Always something to improve, that's for certain!
Wednesday, April 24, 2013
favorite things
My AP students did a project with tennis balls and projectile motion a while back. It took longer than I wanted, but the results were awesome.
I also wanted to share one of my favorite lab experiments in recent history. Not because of its results (slightly shaky), but rather because of its ingenuity and playfulness. And who wouldn't want to have a pogostick in the classroom?
Actually, it gets old after a bit. Both the squeakiness and the constant "no, that's someone's lab, you can't bounce on it all day long.
Model trains? Yeah, we can do that.
Ballistic pendulum with a stomp rocket? Sure. The group decided to attach neodymium magnets to the end of the rocket and the back of the bucket to make absolutely sure that the collision was inelastic.
Model trains? Yeah, we can do that.
Ballistic pendulum with a stomp rocket? Sure. The group decided to attach neodymium magnets to the end of the rocket and the back of the bucket to make absolutely sure that the collision was inelastic.
Next week I'm going to be sharing my Fulbright experiences with the Global Physics Department. Can't wait!
Friday, February 15, 2013
the white hole
I gave a test to my Regents Physics students this week. After the test as he left the classroom, a pupil of mine said he thought it was a good test. At first I was struck by this- a student telling me I wrote a good test? Awesome! Maybe it was a good test... Then I started thinking about it. Why did he think it was a good test? Because it was easy? Because he thought it was appropriate? Because it played to his strengths?
I wasn't sure. The student in question is bright, but not the most focused. He also has trouble with details- writing down starting equations, units, etc. The other day we were practicing and I mentioned that he had neglected some units. He asked me why they're needed, I explained, and then he decided it wasn't worth his time, even if the Regents exam will penalize him heavily for their omission. The test opened with difficult multiple choice, a short essay, and then some problems to solve. Nothing terrible, but many students made it harder than it needed to be. To illustrate this, let's consider two problems. First:
The results were much worse than I had expected. 60% of the students used the horizontal velocity as the initial velocity in the vertical direction, and then got bogged down solving the resulting quadratic. It was painful to see. Was it a bad question? I don't know- what do you think? I thought it was good until the results came back.
On a bigger scale, this got me wondering it the test I administered was a good one. Is any test good? Would a more conceptual test be better? Would such a test prepare them for the state exam at the end of the year?
I've been using Standards-Based Grading with my AP students, but not with my Regents Physics class. Testing the waters, so to speak. I love SBG, but the workload is tremendous. Would it be better? Undoubtedly. Would it do me in? Perhaps. I hope to redesign my Regents class for next year from the ground up, and I'd love to incorporate SBG. We'll see how that plays out- lots of it depends on the school administration.
By the way, the student who complimented me on the test passed with a 70. I see three possibilities:
1) he thought it was a fair test but didn't know the material as well as he should have and complimented the test despite this
2) he was over-confident and thought he'd done better than he actually did
3) he was just messing with me.
I don't think it was the third one. I'm a reasonable judge of character and he was being sincere.
On a final note, in class yesterday we were talking about energy, and a student asked about black holes and what would happen when you fell through one. We talked about how it would rip you apart, and then he said "but when you come out on the other side through the white hole, it would put you back together again, right? It basically made my day, I laughed so hard I was almost crying. Apparently there is a vein in my forehead that starts to pulse when I'm either laughing or angry, and the kids all noticed it today. Sweet- there goes my poker game, and now I've just told the world about my tell!
I wasn't sure. The student in question is bright, but not the most focused. He also has trouble with details- writing down starting equations, units, etc. The other day we were practicing and I mentioned that he had neglected some units. He asked me why they're needed, I explained, and then he decided it wasn't worth his time, even if the Regents exam will penalize him heavily for their omission. The test opened with difficult multiple choice, a short essay, and then some problems to solve. Nothing terrible, but many students made it harder than it needed to be. To illustrate this, let's consider two problems. First:
They said that the horizontal throw of the rock wouldn't make any sort of difference. Most mentioned a demo I had done in class with two pennies and a ruler, and the majority got full credit. I was pleased- it seemed like they understood.
Later in the test, the following problem appeared:
The results were much worse than I had expected. 60% of the students used the horizontal velocity as the initial velocity in the vertical direction, and then got bogged down solving the resulting quadratic. It was painful to see. Was it a bad question? I don't know- what do you think? I thought it was good until the results came back.
On a bigger scale, this got me wondering it the test I administered was a good one. Is any test good? Would a more conceptual test be better? Would such a test prepare them for the state exam at the end of the year?
I've been using Standards-Based Grading with my AP students, but not with my Regents Physics class. Testing the waters, so to speak. I love SBG, but the workload is tremendous. Would it be better? Undoubtedly. Would it do me in? Perhaps. I hope to redesign my Regents class for next year from the ground up, and I'd love to incorporate SBG. We'll see how that plays out- lots of it depends on the school administration.
By the way, the student who complimented me on the test passed with a 70. I see three possibilities:
1) he thought it was a fair test but didn't know the material as well as he should have and complimented the test despite this
2) he was over-confident and thought he'd done better than he actually did
3) he was just messing with me.
I don't think it was the third one. I'm a reasonable judge of character and he was being sincere.
On a final note, in class yesterday we were talking about energy, and a student asked about black holes and what would happen when you fell through one. We talked about how it would rip you apart, and then he said "but when you come out on the other side through the white hole, it would put you back together again, right? It basically made my day, I laughed so hard I was almost crying. Apparently there is a vein in my forehead that starts to pulse when I'm either laughing or angry, and the kids all noticed it today. Sweet- there goes my poker game, and now I've just told the world about my tell!
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