EN 112 Summary and Response Paper 1 please see the attachment it has the description and the pages that you have to read. 750-1000 words double spaced A

EN 112 Summary and Response Paper 1 please see the attachment it has the description and the pages that you have to read.

750-1000 words

double spaced

APA style

Actually, there is more files but I can’t upload all of them now, when you reply to my HW I will send the other files.

and please when you write the references, include write that is (Ebook) because its not a paper book.

I will sent the photo of the book. Scanned with CamScanner
Scanned with CamScanner
Peer Review for Paper #1—EN 112.03, Winter 2019
Author: Please turn in this sheet plus the draft with your group mates’ comments when you meet with me
in conference so that I can give everyone credit for participating in the peer review session.
Group Members: Please sign here.
These are the criteria from the grading rubric which need to be met in order to earn full credit. Please
provide clear, supportive comments and suggestions (no derogatory comments) either here or on the
draft to help the author receive full credit for each grading criterion. Note: Your active participation in
peer review sessions constitutes a major part of your in-class participation grade.
Organization and Thesis: Clear, strong thesis statement, properly placed; effective organization; use of
appropriate transitions.
Summary: Complete summary of main points; appropriate use of quotations and paraphrases with
Response: Thoughtful and clear response; points of both agreement and disagreement are included, in
the appropriate order; includes quotations and/or paraphrases from essay.
Grammar, Mechanics, Punctuation, Spelling, Expression: No errors in grammar or mechanics
(sentence fragments, comma splices, fused sentences, punctuation or spelling errors, etc.); clear and
correct expression throughout.
APA Formatting of Citations and Paper: Correct APA-style in-text and references list citations; paper
formatted correctly in APA style.
Other Comments:
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O Americano Outra Vez
teacher did
RICHARD P. FEYNMAN (1918–1988) was one of the most respected theoretical
physicists of the twentieth century. As a young man, he worked on the Manhattan
Project to develop a nuclear bomb during World War II. In the years that followed, he
taught physics at both Cornell University and the California Institute of Technology
and conducted research in quantum mechanics and particle physics. He received
the Nobel Prize in Physics in 1965 for his contributions to the theory of quantum
Unlike many of his colleagues in the highest levels of theoretical physics, Feynman
had a reputation as a patient and talented classroom teacher. He frequently remarked
that if a teacher could not explain a scientific concept clearly to a college freshman,
the didn’t really understand it. His classroom lectures to undergraduate
students at Caltech were compiled in the three-volume Feynman Lectures on Phys.
ics (1970), which has become a widely read introductory text to some of science’s
most difficult concepts.
In the later part of his life, Feynman became a public figure whose reputa-
tion as a quirky nonconformist was almost as well known as his reputation as a
brilliant scientist. Much of this reputation derives from two bestselling books:
Surely You’re
Joking, Mr. Feynman (1985) and What Do You Care What Other Peo-
ple Think? (1988). Both are composed of short, oral reminiscences collected and
edited by Feynman’s friend, Ralph Leighton. In these stories, Feynman presents
himself as someone who has little use for rules, authorities, and structures.
A recurring theme is his unwillingness to observe the rules of polite behavior
and pretend to be impressed with people just because they are wealthy, famous,
or in charge of resources. The Richard Feynman that emerges in these books is
a man with an obsessive and insatiable curiosity-someone who grew up fixing
radios and picking locks and never stopped trying to figure out how things
“O Americano Outra Vez” (“The American Again”) is taken from Surely You’re
oking, Mr. Feynman. It tells the story of Feynman’s trip to Brazil in the summer
of 1950 to spend time at the Brazilian Center for Physical Research. While there,
Feynman interacted with a number of Brazilian students who were preparing for
teaching careers. He discovered that their educations had equipped them with sur
face facts about physics rather than a genuine understanding of physical processes.
This experience became a platform for Feynman to discuss the difference between
learning something and learning about something-one of the most important
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themes in all of his lectures and published works. “You can know the name of a
bird in all the languages of world, but when you’re finished, you’ll know absolutely
nothing whatever about the bird.” Feynman once wrote. “So let’s look at the bird
and see what it’s doing—that’s what counts.”
Feynman organizes this selection as a single narrative from which he draws a
simple conclusion. He goes on, though, to use inductive reasoning to generalize
this conclusion the whole country of Brazil and its educational system.
In regard to education in Brazil, I had a very interesting experience. I was teach-
ing a group of students who would ultimately become teachers, since at that time
there were not many opportunities in Brazil for a highly trained person in science.
These students had already had many courses, and this was to be their most advanced
course in electricity and magnetism Maxwell’s equations, and so on.
The university was located in various office buildings throughout the city, and
the course I taught met in a building which overlooked the bay.
I discovered a very strange phenomenon: I could ask a question, which the stu-
dents would answer immediately. But the next time I would ask the question the
same subject, and the same question, as far as I could tell they couldn’t answer it
all! ! For instance, one time I was talking about polarized light, and I gave them
all some strips of polaroid.
Polaroid passes only light whose electric vector is in a certain direction, so
I explained how you could tell which way the light is polarized from whether the
polaroid is dark or light.
We first took two strips of polaroid and rotated them until they let the most light
through. From doing that we could tell that the two strips were now admitting light
polarized in the same direction—what passed through one piece of polaroid could
also pass through the other. But then I asked them how one could tell the absolute
direction of polarization, from a single piece of polaroid.
They hadn’t any idea.
I knew this took a certain amount of ingenuity, so I gave them a hint: “Look at
the light reflected from the bay outside.”
Nobody said anything.
Then I said, “Have you ever heard of Brewster’s Angle?”
“Yes, sir! Brewster’s Angle is the angle at which light reflected from a medium
with an index of refraction is completely polarised.”
“And which way is the light polarised when it’s reflected?”
“The light is polarized perpendicular to the plane of reflection, sir.” Even now,
I have to think about it; they knew it cold! They even knew the tangent of the
angle equals the index!
I said, “Well?
1. Maxwell’s equations: equations that describe the properties of electric and magnetic fields.
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RICHARD FEYNMAN – Americano Outra Vez

Still nothing. They had just told me that light reflected from a medium with an
index, such as the bay outside, was polarised; they had even told me which way it
was polarized.
I said, “Look at the bay outside, through the polaroid. Now turn the polaroid.”
“Ooh, it’s polarised!” they said.
After a lot of investigation, I finally figured out that the students had memorized
everything, but they didn’t know what anything meant. When they heard “light that
is reflected from a medium with an index,” they didn’t know that it meant a material
such as water. They didn’t know that the “direction of the light” is the direction in
which you see something when you’re looking at it, and so on. Everything was entirely
memorized, yet nothing had been translated into meaningful words. So if I asked,
“What is Brewster’s Angle?” I’m going into the computer with the right keywords.
But if I say, “Look at the water,” nothing happens they don’t have anything under
“Look at the water”!
Later I attended a lecture at the engineering school. The lecture went like
this, translated into English: “Two bodies … are considered equivalent … if
equal torques… will produce … equal acceleration. Two bodies, are considered
equivalent, if equal torques, will produce equal acceleration. The students were
all sitting there taking dictation, and when the professor repeated the sentence,
they checked it to make sure they wrote it down all right. Then they wrote down
the next sentence, and on and on. I was the only one who knew the professor
was talking about objects with the same moment of inertia, and it was hard to
figure out.
I didn’t see how they were going to learn anything from that. Here he was talking
about moments of inertia, but there was no discussion about how hard it is to push
a door open when you put heavy weights on the outside, compared to when you put
them near the hinge—nothing!
After the lecture, I talked to a student: “You take all those notes—what do you
do with them?”
“Oh, we study them,” he says. “We’ll have an exam.”
“What will the exam be like?”
“Very easy. I can tell you now one of the questions.” He looks at his notebook
and says, “When are two bodies equivalent? And the answer is, Two bodies are
considered equivalent if equal torques will produce equal acceleration. So, you see,
they could pass the examinations, and “lear” all this stuff, and not know anything
at all, except what they had memorised.
Then I went to an entrance exam for students coming into the engineering
school. It was an oral exam, and I was allowed to listen to it. One of the students
was absolutely super: He answered everything nifty! The examiners asked him what
diamagnetism was, and he answered it perfectly. Then they asked, “When light comes
at an angle through a sheet of material with a certain thickness, and a certain index
N, what happens to the light?”
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