Karakura "Filler" Professor Application
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Out-Of-Character (OOC) Section
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WHAT IS YOUR MINECRAFT USERNAME?
Noodle_e_s
WHAT IS YOUR TIMEZONE?
US EST (UTC -5)
DISCORD NAME & TAG
Lemon Pound Cake
@lemonpoundcake
LIST/LINK ALL PREVIOUS APPLICATIONS
Hawaiian Language Application - Accepted
Shrine Maiden Application - Accepted
Spanish Language Application - Accepted
JSL Language Application - Accepted
DESCRIBE YOUR ACTIVITY
For most of the week, my activity consists of 3-6 hours a day.
Several hours a day - Several days a week
DESCRIBE YOUR ROLEPLAY EXPERIENCE WITH SRP/GENERAL ROLEPLAY
Throughout a majority of my life, I have been an avid role-player. For several years, I have been a participant of local Dungeons and Dragons campaigns, and more recently, I have taken part in online D&D sessions. Furthermore, I spent my younger years all the way through adulthood engaging in online forums for role-play, oftentimes one with a consistent setting, background, and recurring characters. I am a hobbyist writer, among other things, and pay close attention to finer character details that revolve around character interaction and subtlety in dialogue/action. I joined SRP in May 2023, and have played consistently since then. I have enjoyed a comfortable, welcoming role-play experience that is almost entirely lore-driven. Love it!
WHAT ARE YOUR CURRENT ROLES ON SRP
[Grade-12] Lola Lin
[Grade-12] John Filter
WHAT IS THE SUBJECT YOU WANT TO TEACH?
Professor Roster - Filler
"Interdisciplinary Particle Physics"
(Specifically, Particle Physics/Nuclear Physics)
(Wave-Particle Duality, Standard Model, Relativity,
Quantum Physics, Nuclear Physics, Particle Physics, Nuclear Chemistry, Etc.)
TRIVIA SECTION
WHAT IS YOUR MOTIVATION FOR BECOMING A PROFESSOR?
It is a personal goal of mine to show people the wonders of natural science. I am an engineering student with accolades and rewards in academia, and I am a life-long lover of Physics, Chemistry, and Mathematics. My degree plan is for Nuclear Engineering, so that I can operate as a reactor technician, and do work with R&D for the National Government. Duke Energy will likely be my employer at Catawba's Pressurized Water Reactor, and I will intend to start interning soon. Throughout my life, I have found that many people are apathetic to Physics, because they did not enjoy the class in High-School. I want to be able to reignite the fascinations of uncovering the mystery of natural phenomena that occur all around us, at every moment- that every single thing happening at every moment is a consequence of natural laws, and its infinite interactions.
Additionally, I am interested in exploring the new role-play opportunities available that becoming faculty would provide. I am eager to join and become a participant of SRP's Academic Community, and I intend to bring lots of educational, engaging, but most importantly a fun experience to the college. It is my hope that I am able to provide a new and enriching experience that many college students may have not yet seen, through a humorous, yet highly educational classroom setting.
WORK OUT TWO INTERACTIVE CLASSES YOU WOULD HOST IF ACCEPTED:
Interdiscplinary Particle Physics would likely be considered the most challenging course offered at Karakura's College. However, these difficulties will prove rewarding to students who wish to challenge themselves and explore a deeper understanding of natural science.
Below are two examples, one that is far more challenging, which is designed for advanced college-students who have been with the Interdisciplinary course for a long time and are familiar with its struggles. The next example is a simpler, beginner exercise that students will have an easier time performing.
1. Radiation Detection (CHALLENGING & TECHNICAL)
Students will be guided very carefully through this interaction to ensure all can understand and complete the assignment. Additionally, due to time-restrictions, the experiment will likely not be as technical and data driven as the hypothetical granted below. The goal is to educate the students on how to use wiring, observe particles, and distinguish their behaviors- not to overwhelm them with technicality and buzzwords. The simpler one can explain something, the better the education is for everyone.
Goal: For students to have a hands-on experience with how Physics works with electrical components, and what can be observed following a complete experiment.
Students will be expected to use critical thinking skills and technicalities taught in the classroom to perform a practical experiment that will result in a visual demonstration of radiation. Students will be split up into groups of four, and then given rigorous instruction on how to construct an electrically-powered cloud chamber. Each group will be given a rectangular prism made of plexiglass, with a wooden platform that it sits atop. The plexiglass container has a strip of felt stapled to the top of its lid, along with two wire meshes that run horizontally along its lining. At the base of the plexiglass, is a copper plating, chosen for its specific heat of 0.385 J/g∙°C. Additionally, each group is equipped with a wiring kit that includes wire strippers, soldering tools, two DC-Booster Conveters, and wires. Each group will be given TEC2 units, which are square-grid thermoelectric coolers. As the professor, I will personally instruct each group step-by-step if there are any uncertanties about continuing. The groups will wire the TEC units to a water-cooling apparatus that is provided to them, as would be explained in instructions.
Following all instruction and help, students will experiment with varying voltages applied to their TEC units, which are placed under the wooden platform that connects to the hermetically-sealed plexiglass. They will wire the DC-Booster Converter to the two meshes, to create an ion field. After this, the students will pour Isopropyl Alcohol onto the felt strip, and observe its vaporization. If the experiment is successful, the students should be able to observe the saturation of Isopropyl vapors at the bottom of the cooled plexiglass tank.
Following the successful building of the cloud chamber, students will observe white tracks that spontaneously form at the base of the chamber. They will be instructed on how there are different types of tracks. Alpha, Beta, and Gamma particles will be explained, and how they will appear as tracks in the chamber- and how the different types of
Students will be graded based on completion and cooperation with their peers. Due to the technicality of the assignment, students will be graded lightly and given many opportunities to succeed or ask for help throughout the entire class period.
TL;DR: If there is a time-constraint or students require too much help, the experiment will be preformed with a much simpler version of the cloud chamber- a plexiglass container with dry ice as the cooling method, that students simply have to pour into the wooden base.
2. Wave-Particle Duality with Lasers (SIMPLE & FUN)
Students will be able to enjoy a more relaxing, instructional period on a lighter course-load that allows them to relax and entertain themselves with the lasing device, while ensuring safety procedures are followed for the entire duration of the class period.
Goal: Students will learn about how light forms from atoms, and how they can be focused into lasers. Additionally, students will learn about how light can behave as both a particle and a wave, with a practical demonstration that provides the opportunity for students to explore the different ways we can observe these behaviors.
Students will learn about wave-particle duality, and how particles and waves behave differently. Additionally, students will observe how primitive lasers work, such as a Helium-Neon gas laser work. The students will all observe the gas-laser at the front of the classroom, and it will be used to perform the double-slit experiment. Instruction will be given, and students will be allowed to move around the components of the double-slit experiment to note its various changes that it has on light. There will be a short quiz on the end, that asks students to discern the difference between a wave and a particle.
WORK OUT A FIELD TRIP (THAT WOULD TAKE PLACE OUTSIDE OF CLASS) IF ACCEPTED:
Students will follow Professor F. to the sandy beach, during a bright and sunny day. Students will be given blankets. Half the class will be divided into Group A and Group B. Group A will be given white blankets, and Group B will be given black blankets. Students will stand with the blankets wrapped around them individually, and over time, they will be asked if they are feeling any warmer or not. Following the experiment, Group B will be discernibly more hot and sweaty as time goes by- it will be explained that black absorbs more thermal radiation than white!
SCENARIO SECTION
YOUR CHARACTER WOULD ENCOUNTER A GROUP OF COLLEGE JOCKS SURROUNDING A BOBCAT JOCK, WHAT WOULD YOUR CHARACTER DO?
Flowers is stern and serious, and has a no-tolerance policy for harassment. He would approach the group, and immediately whistle and ask them to all separate, while giving a warning not to repeat these behaviors. He would ask the meaning of this interaction, and if they refuse to break-up, threaten with detention (and potentially give out detention slips). If there are any escalations, faculty would be directed over the radio to assist further.
YOUR CHARACTER WOULD BE SUPERVISING DETENTION, AND ONE OF THE STUDENTS CONSTANTLY DISTURBS BY ASKING STUPID QUESTIONS. WHAT WOULD YOUR CHARACTER DO?
If a student is being continously disruptive, Flowers would remind them that they are in detention to serve their punishment- and further distractions to faculty and other students serving detention will only result in further punishment. If the behavior continues, the student will be given a longer detention for their duration. If that does not work, the student will be recommended to faculty for suspension.
YOUR CHARACTER WOULD BE HOSTING A CLASS, AND A GROUP OF CHEERLEADERS KEEP PLAYING SONGS ON THEIR PHONES AND CALLING OUT OTHER STUDENTS IN CLASS. WHAT WOULD YOUR CHARACTER DO?
The classroom has a no-cellphone policy. If students have their phones out, they will be immediately asked to put their phones away with a warning. If the behavior continues, the offending student will be given detention and sent out of the classroom- college is strict, and it is a privilege to be in a college classroom. If the first student was not made an example of, then the other students who continue to misbehave will become examples, by being sent out of the classroom- giving them a poor college record.
Typically, students are given many warnings, because the classroom is meant to be a safe environment where mistakes are tolerated. Though, repeatable offences without sign of improvement must be punished, and their behavior will likely be reported to other faculty. SLT can also be contacted, if necessary.
YOUR CHARACTER WOULD BE WALKING ON THE SCHOOL PERIMETER, AND ENCOUNTERS A FIGHT BETWEEN A COUPLE OF STUDENTS. YOUR CHARACTER TRIED TO BREAK IT UP, BUT DID NOT SUCCEED. WHAT WOULD YOUR CHARACTER DO?
Fights are a serious and urgent matter. If Flowers is unable to break up the fight between students, he would immediately radio to other faculty to immediately aid him in stopping the fight to ensure as little harm is done as possible to the offenders, and to the bystanders who are watching. If bystanders are nearby, he would demand that they leave, to ensure safety for everyone involved. Fighting is not tolerated, and Flowers would be a first-hand witness that would report the incident to higher-up faculty. After the fight is broken up, he would immediately make sure that all students in the are physically and mentally well, and he would make sure the offending students make their way to the front office as soon as possible. Alternatively, if the students are injured, he would immediately escort them to the nurse's office. The most important matter is that everyone in school stays safe at all times.
CHARACTER KNOWLEDGE
TELL US EVERYTHING YOU KNOW ABOUT THE CHARACTER YOU WILL BE PLAYING IN A FEW PARAGRAPHS. WHAT DO THEY LOOK LIKE? WHAT MAKES THEM UNIQUE AND DIFFERENT? WHAT IS THEIR OUT OUTLOOK ON STUDENTS AND TEACHERS? WHAT IS THEIR PERSONALITY? FUTURE PLANS?
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Flowers Feynman is a soft-spoken, hospitable man from Chicago, Illinois. He wears a brown suit-coat adorned with marks and scars, and loafers of faux-leather that peels off around its black rubber edges. He bolsters an extraordinary enthusiasm for all activites, and has an optimistic attitude of glee and humor that accompanies him where he travels. His face is worn and his eyes are thin and exhausted, with eyebags that have become an indelible feature of his gaunt skin.
Feynman is regarded for his quick-wit and polite, calming nature that he extends to everyone- strangers included. He has a tendency to be rather airheaded when it comes to non-scientific phenomena, and is often confused by emotional ways of thinking. Everything is a problem that must and can be solved, and life, according to Feynman, is a puzzle that can only be explored and answered with pragmatism. Despite his friendly and social nature, it would be difficult to catch him in a conversation that does not trail into tangents about sciences and materialism. Typically, Feynman has a tendency to become more reserved and serious in a professional setting, and his sense of humor fizzles out if tensions are high.
Typically, if he is not in his classroom, he is found chatting with faculty or strolling through school-grounds to take in the fresh air, as he frequently exhausts himself with work-life and his own obsessive preoccupations. Flowers is almost entirely focused on the success of his students, and will take very careful effort to craft lessons and assignments that will benefit both the grades and educational experience that the students in college will enjoy. He is extremely friendly with his students, and he often allows them to call him by his first name. Feynman enjoys the company of other faculty, is a polite, amicable figure that is occassionaly found in the break-room making coffee without enough sugar. Furthermore, Feynman is always available to help faculty regarding any issues they are facing, professional or personal. There is a sense of respect for every student, faculty, and citizen of Karakura that Feynman believes in.
It is Feynman's personal hope that his students will be able to share his passion with science, and go on to inspire many more to become scientifically-minded problem solvers that may one day change the world for the better. Additionally, Feynman hopes to one day own a garden in Karakura, that he may tend and nurture.
DESCRIBE HOW YOUR CHARACTER ENDED UP BECOMING A TEACHER, AND INCLUDE DETAILS ABOUT THEIR PREVIOUS LIFE
Born the younger of two siblings, Feynman was the recipient of second-place for nearly everything in his life. Following his 12th birthday in 1989, his rebellious nature led to Feynman stealing a microwave oven from an appliance store on W. 5th Avenue. He had orchestrated a plan to continuously trip the alarm wire every night, running away each time security had arrived. After it had become such a regular occurence, it was considered a false-alarm, and Feynman took home his prize. He dismantled the device, and used the microwave transformer to power several contraptions that he had worked on in his small, cramped bedroom in the Chicago apartment. It was not long before his mother had discovered the mess of parts scattered in his room. When asked where he acquired it, he did not have the charisma to lie, and immediately confessed to his crimes. He had spent all summer working for the owner of the store to repay the cost of the microwave oven, which had been completely dismantled by the time it was returned. Though guilty for his actions, it had fueled an immense passion for dismantling and reassembling electronic devices.
Following his 16th birthday, Feynman had graduated High School prematurely, and was offered a full-ride to Harvard and Brown University. Dissinterested with satisfying what his family wanted him to do, he opted to pay tuition for the University of Michigin in Ann Arbor, as to remain close to Chicago. Following his studies throughout the years, he completed his Bachelor's for Nuclear Engineering, and had become an assistant professor for the mathematics department. His dramatically quick success and hard-work had burned out Feynman, and at 24, he returned home to Chicago to live with his sick mother. He took on odd-jobs, unable to find work for a physicist in downtown Chicago. As to afford medication for his sick mother, he became a manager of a vinyl record store in the very same W. 5th Avenue. Depressed and disillusioned with his lack of job opportunity, he frequently cycled through girlfriends and booze to medicate his misery.
After working for two years in the vinyl record store, the lead professor at Ann Arbor's computer science department had sent in a letter, asking Feynman to return so he could continue his work and research. Feynman, unsure if he should stay depressed in Chicago, or burn himself out in Michigan, opted to stay home to care for his mother. He wrote back a letter of rejection, stating that he has no place in Ann Arbor. Two weeks after the mailing, his mother had passed away from Lou Gehrig's disease. Falling into a cycle to drink more booze, he reconnected with neighborhood friends, who were amused by his genius-level intellect and carefree attitude. He had no qualms or regard for any kind of safety or self-care, and frequently inserted himself into dangerous positions that made him the 'life of the party.'
Unaware of his brilliance being wasted, the continued to regress into a hedonistic lifestyle that encouraged danger, alcohol, flair, and vanity. His new best friend and former childhood best friend, Mark, had been drinking one night. They had devised a plan to rob a bank- a reckless and foolhardy plan at best, but not one that necessarily commanded the sensibility of intoxication. Riding in Mark's Jeep Wrangler, they crash into the front of the bank's glass doors, and hop out of the vehicle. Feynman, slightly confused and frightened that their plan is actually coming to fruition, quickly flees the scene. As he quickly and sloppily makes quick steps on concrete, his guilty conscious eats away, and commands him to rescue Mark. He drunkenly turns around, places his feet on the ground, and runs towards the bank. Brave, but ignorant, he is immediately arrested on the scene. He spends two weeks in jail, unable to come up with anyone to bail him. After being prosecuted and sentenced to two years of prison, he later finds out in his cell that Mark had been shot dead at the scene. Devastated, he spent the first six months of prison completely silent and unable to formulate complex sentences. The former scientific prodigy had wasted his talent on misery.
After a long duration, with one and a half years of his sentence remaining, he began to befriend several like-minded prisoners who had a passion for building contraptions and reading the prison's forefront catalogue of philosophy by Hume. He quickly became very popular amongst his cell block, and eventually, the entire prison- known for his charisma that he had developed from his care-free, laid back attitude. He rented out every book on natural science that he could, though they were arguably dated. His passion for science was re-fueled, and he was released prematurely from prison for good behavior.
Following his exit from prison, he immediately came back to Ann Arbor, Michigan, to resume his research and development position. He was initially rejected, due to his lengthy absence and prison-time, but the lead of the computer science department had pushed to give him another chance. It was this chance that bolstered Feynman receive his Master's degree six years later, all while working as an assitant professor and with research and development, and completed his PhD project to become a professor of Particle Physics at Ann Arbor, Michigan, for 11 years.Over this time, his wit and humor had become apparent, and his popularity at Ann Arbor had skyrocketed. He was eventually recommended to work abroad, and assist Japan's Nuclear Learning Program, at age 45. He waved goodbye to his his fellow Michigan friends and family, and departed for Tokyo, Japan. He spent two years practicing his Japanese, spending several hours a day to nail his fluency and colloquialisms. He was teased by his engineering peers that he sometimes spent more time mastering Japanese than he did work with his coworkers. Nevertheless, exhausted from city life yet eager to employ his certifications and Japanese-skills, his thirst for adventure led him to Karakura, where he has submitted an application to become a professor.
Karakura "Filler" Professor Application
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In-Character (IC) Section
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1 - PERSONAL DATA
Full Name:
Flowers Feynman
Title (Mr, Mrs, Miss):
Mr.
Given Name(s):
Flowers, "Moss"
Preferred Name:
Flowers
Age:
47
Gender & pronouns:
He/Him
Religious Denomination:
Agnostic
Marital Status:
Unmarried
Nationality:
Japanese-American
Current Location:
Tokyo, Japan
SECTION 2: ACADEMIC DETAILS
Teaching Experience (# of years):
11, University of Michigan in Ann Arbor
(+ Several years as Assistant Professor)
Working Experience (# of years):
19 (11 as Professor, 2 as Vinyl Shop Amanger, remainder
Assistant Professor + Odd Jobs in Chicago)
Academic Degree:
BS in Nuclear Engineering
MSc, Nuclear and Particle Physics
PhD in Nuclear and Particle Physics
Year of Graduation:
1993 (High School), 1998 (Bachelor's),
2009 (Master's) 2010 (PhD Project Completion)
Major(s):
Nuclear Physics, Particle Physics
Minors:
Education, Computer-Science
Native Languages:
English
Other Languages:
Japanese
Preferred Teaching Subject:
Physics
(Specifically, the "Filler" role of a professor,
as to teach Interdisciplinary Particle Physics)
Extra
N/A, Enjoy!
Additional notes about your application (if any):
Thank you for taking the time to consider my application.
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Out-Of-Character (OOC) Section
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WHAT IS YOUR MINECRAFT USERNAME?
Noodle_e_s
WHAT IS YOUR TIMEZONE?
US EST (UTC -5)
DISCORD NAME & TAG
Lemon Pound Cake
@lemonpoundcake
LIST/LINK ALL PREVIOUS APPLICATIONS
Hawaiian Language Application - Accepted
Shrine Maiden Application - Accepted
Spanish Language Application - Accepted
JSL Language Application - Accepted
DESCRIBE YOUR ACTIVITY
For most of the week, my activity consists of 3-6 hours a day.
Several hours a day - Several days a week
DESCRIBE YOUR ROLEPLAY EXPERIENCE WITH SRP/GENERAL ROLEPLAY
Throughout a majority of my life, I have been an avid role-player. For several years, I have been a participant of local Dungeons and Dragons campaigns, and more recently, I have taken part in online D&D sessions. Furthermore, I spent my younger years all the way through adulthood engaging in online forums for role-play, oftentimes one with a consistent setting, background, and recurring characters. I am a hobbyist writer, among other things, and pay close attention to finer character details that revolve around character interaction and subtlety in dialogue/action. I joined SRP in May 2023, and have played consistently since then. I have enjoyed a comfortable, welcoming role-play experience that is almost entirely lore-driven. Love it!
WHAT ARE YOUR CURRENT ROLES ON SRP
[Grade-12] Lola Lin
[Grade-12] John Filter
WHAT IS THE SUBJECT YOU WANT TO TEACH?
Professor Roster - Filler
"Interdisciplinary Particle Physics"
(Specifically, Particle Physics/Nuclear Physics)
(Wave-Particle Duality, Standard Model, Relativity,
Quantum Physics, Nuclear Physics, Particle Physics, Nuclear Chemistry, Etc.)
TRIVIA SECTION
WHAT IS YOUR MOTIVATION FOR BECOMING A PROFESSOR?
It is a personal goal of mine to show people the wonders of natural science. I am an engineering student with accolades and rewards in academia, and I am a life-long lover of Physics, Chemistry, and Mathematics. My degree plan is for Nuclear Engineering, so that I can operate as a reactor technician, and do work with R&D for the National Government. Duke Energy will likely be my employer at Catawba's Pressurized Water Reactor, and I will intend to start interning soon. Throughout my life, I have found that many people are apathetic to Physics, because they did not enjoy the class in High-School. I want to be able to reignite the fascinations of uncovering the mystery of natural phenomena that occur all around us, at every moment- that every single thing happening at every moment is a consequence of natural laws, and its infinite interactions.
Additionally, I am interested in exploring the new role-play opportunities available that becoming faculty would provide. I am eager to join and become a participant of SRP's Academic Community, and I intend to bring lots of educational, engaging, but most importantly a fun experience to the college. It is my hope that I am able to provide a new and enriching experience that many college students may have not yet seen, through a humorous, yet highly educational classroom setting.
WORK OUT TWO INTERACTIVE CLASSES YOU WOULD HOST IF ACCEPTED:
Interdiscplinary Particle Physics would likely be considered the most challenging course offered at Karakura's College. However, these difficulties will prove rewarding to students who wish to challenge themselves and explore a deeper understanding of natural science.
Below are two examples, one that is far more challenging, which is designed for advanced college-students who have been with the Interdisciplinary course for a long time and are familiar with its struggles. The next example is a simpler, beginner exercise that students will have an easier time performing.
1. Radiation Detection (CHALLENGING & TECHNICAL)
Students will be guided very carefully through this interaction to ensure all can understand and complete the assignment. Additionally, due to time-restrictions, the experiment will likely not be as technical and data driven as the hypothetical granted below. The goal is to educate the students on how to use wiring, observe particles, and distinguish their behaviors- not to overwhelm them with technicality and buzzwords. The simpler one can explain something, the better the education is for everyone.
Goal: For students to have a hands-on experience with how Physics works with electrical components, and what can be observed following a complete experiment.
Students will be expected to use critical thinking skills and technicalities taught in the classroom to perform a practical experiment that will result in a visual demonstration of radiation. Students will be split up into groups of four, and then given rigorous instruction on how to construct an electrically-powered cloud chamber. Each group will be given a rectangular prism made of plexiglass, with a wooden platform that it sits atop. The plexiglass container has a strip of felt stapled to the top of its lid, along with two wire meshes that run horizontally along its lining. At the base of the plexiglass, is a copper plating, chosen for its specific heat of 0.385 J/g∙°C. Additionally, each group is equipped with a wiring kit that includes wire strippers, soldering tools, two DC-Booster Conveters, and wires. Each group will be given TEC2 units, which are square-grid thermoelectric coolers. As the professor, I will personally instruct each group step-by-step if there are any uncertanties about continuing. The groups will wire the TEC units to a water-cooling apparatus that is provided to them, as would be explained in instructions.
Following all instruction and help, students will experiment with varying voltages applied to their TEC units, which are placed under the wooden platform that connects to the hermetically-sealed plexiglass. They will wire the DC-Booster Converter to the two meshes, to create an ion field. After this, the students will pour Isopropyl Alcohol onto the felt strip, and observe its vaporization. If the experiment is successful, the students should be able to observe the saturation of Isopropyl vapors at the bottom of the cooled plexiglass tank.
Following the successful building of the cloud chamber, students will observe white tracks that spontaneously form at the base of the chamber. They will be instructed on how there are different types of tracks. Alpha, Beta, and Gamma particles will be explained, and how they will appear as tracks in the chamber- and how the different types of
Students will be graded based on completion and cooperation with their peers. Due to the technicality of the assignment, students will be graded lightly and given many opportunities to succeed or ask for help throughout the entire class period.
TL;DR: If there is a time-constraint or students require too much help, the experiment will be preformed with a much simpler version of the cloud chamber- a plexiglass container with dry ice as the cooling method, that students simply have to pour into the wooden base.
2. Wave-Particle Duality with Lasers (SIMPLE & FUN)
Students will be able to enjoy a more relaxing, instructional period on a lighter course-load that allows them to relax and entertain themselves with the lasing device, while ensuring safety procedures are followed for the entire duration of the class period.
Goal: Students will learn about how light forms from atoms, and how they can be focused into lasers. Additionally, students will learn about how light can behave as both a particle and a wave, with a practical demonstration that provides the opportunity for students to explore the different ways we can observe these behaviors.
Students will learn about wave-particle duality, and how particles and waves behave differently. Additionally, students will observe how primitive lasers work, such as a Helium-Neon gas laser work. The students will all observe the gas-laser at the front of the classroom, and it will be used to perform the double-slit experiment. Instruction will be given, and students will be allowed to move around the components of the double-slit experiment to note its various changes that it has on light. There will be a short quiz on the end, that asks students to discern the difference between a wave and a particle.
WORK OUT A FIELD TRIP (THAT WOULD TAKE PLACE OUTSIDE OF CLASS) IF ACCEPTED:
Students will follow Professor F. to the sandy beach, during a bright and sunny day. Students will be given blankets. Half the class will be divided into Group A and Group B. Group A will be given white blankets, and Group B will be given black blankets. Students will stand with the blankets wrapped around them individually, and over time, they will be asked if they are feeling any warmer or not. Following the experiment, Group B will be discernibly more hot and sweaty as time goes by- it will be explained that black absorbs more thermal radiation than white!
SCENARIO SECTION
YOUR CHARACTER WOULD ENCOUNTER A GROUP OF COLLEGE JOCKS SURROUNDING A BOBCAT JOCK, WHAT WOULD YOUR CHARACTER DO?
Flowers is stern and serious, and has a no-tolerance policy for harassment. He would approach the group, and immediately whistle and ask them to all separate, while giving a warning not to repeat these behaviors. He would ask the meaning of this interaction, and if they refuse to break-up, threaten with detention (and potentially give out detention slips). If there are any escalations, faculty would be directed over the radio to assist further.
YOUR CHARACTER WOULD BE SUPERVISING DETENTION, AND ONE OF THE STUDENTS CONSTANTLY DISTURBS BY ASKING STUPID QUESTIONS. WHAT WOULD YOUR CHARACTER DO?
If a student is being continously disruptive, Flowers would remind them that they are in detention to serve their punishment- and further distractions to faculty and other students serving detention will only result in further punishment. If the behavior continues, the student will be given a longer detention for their duration. If that does not work, the student will be recommended to faculty for suspension.
YOUR CHARACTER WOULD BE HOSTING A CLASS, AND A GROUP OF CHEERLEADERS KEEP PLAYING SONGS ON THEIR PHONES AND CALLING OUT OTHER STUDENTS IN CLASS. WHAT WOULD YOUR CHARACTER DO?
The classroom has a no-cellphone policy. If students have their phones out, they will be immediately asked to put their phones away with a warning. If the behavior continues, the offending student will be given detention and sent out of the classroom- college is strict, and it is a privilege to be in a college classroom. If the first student was not made an example of, then the other students who continue to misbehave will become examples, by being sent out of the classroom- giving them a poor college record.
Typically, students are given many warnings, because the classroom is meant to be a safe environment where mistakes are tolerated. Though, repeatable offences without sign of improvement must be punished, and their behavior will likely be reported to other faculty. SLT can also be contacted, if necessary.
YOUR CHARACTER WOULD BE WALKING ON THE SCHOOL PERIMETER, AND ENCOUNTERS A FIGHT BETWEEN A COUPLE OF STUDENTS. YOUR CHARACTER TRIED TO BREAK IT UP, BUT DID NOT SUCCEED. WHAT WOULD YOUR CHARACTER DO?
Fights are a serious and urgent matter. If Flowers is unable to break up the fight between students, he would immediately radio to other faculty to immediately aid him in stopping the fight to ensure as little harm is done as possible to the offenders, and to the bystanders who are watching. If bystanders are nearby, he would demand that they leave, to ensure safety for everyone involved. Fighting is not tolerated, and Flowers would be a first-hand witness that would report the incident to higher-up faculty. After the fight is broken up, he would immediately make sure that all students in the are physically and mentally well, and he would make sure the offending students make their way to the front office as soon as possible. Alternatively, if the students are injured, he would immediately escort them to the nurse's office. The most important matter is that everyone in school stays safe at all times.
CHARACTER KNOWLEDGE
TELL US EVERYTHING YOU KNOW ABOUT THE CHARACTER YOU WILL BE PLAYING IN A FEW PARAGRAPHS. WHAT DO THEY LOOK LIKE? WHAT MAKES THEM UNIQUE AND DIFFERENT? WHAT IS THEIR OUT OUTLOOK ON STUDENTS AND TEACHERS? WHAT IS THEIR PERSONALITY? FUTURE PLANS?
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Flowers Feynman is a soft-spoken, hospitable man from Chicago, Illinois. He wears a brown suit-coat adorned with marks and scars, and loafers of faux-leather that peels off around its black rubber edges. He bolsters an extraordinary enthusiasm for all activites, and has an optimistic attitude of glee and humor that accompanies him where he travels. His face is worn and his eyes are thin and exhausted, with eyebags that have become an indelible feature of his gaunt skin.
Feynman is regarded for his quick-wit and polite, calming nature that he extends to everyone- strangers included. He has a tendency to be rather airheaded when it comes to non-scientific phenomena, and is often confused by emotional ways of thinking. Everything is a problem that must and can be solved, and life, according to Feynman, is a puzzle that can only be explored and answered with pragmatism. Despite his friendly and social nature, it would be difficult to catch him in a conversation that does not trail into tangents about sciences and materialism. Typically, Feynman has a tendency to become more reserved and serious in a professional setting, and his sense of humor fizzles out if tensions are high.
Typically, if he is not in his classroom, he is found chatting with faculty or strolling through school-grounds to take in the fresh air, as he frequently exhausts himself with work-life and his own obsessive preoccupations. Flowers is almost entirely focused on the success of his students, and will take very careful effort to craft lessons and assignments that will benefit both the grades and educational experience that the students in college will enjoy. He is extremely friendly with his students, and he often allows them to call him by his first name. Feynman enjoys the company of other faculty, is a polite, amicable figure that is occassionaly found in the break-room making coffee without enough sugar. Furthermore, Feynman is always available to help faculty regarding any issues they are facing, professional or personal. There is a sense of respect for every student, faculty, and citizen of Karakura that Feynman believes in.
It is Feynman's personal hope that his students will be able to share his passion with science, and go on to inspire many more to become scientifically-minded problem solvers that may one day change the world for the better. Additionally, Feynman hopes to one day own a garden in Karakura, that he may tend and nurture.
DESCRIBE HOW YOUR CHARACTER ENDED UP BECOMING A TEACHER, AND INCLUDE DETAILS ABOUT THEIR PREVIOUS LIFE
Born the younger of two siblings, Feynman was the recipient of second-place for nearly everything in his life. Following his 12th birthday in 1989, his rebellious nature led to Feynman stealing a microwave oven from an appliance store on W. 5th Avenue. He had orchestrated a plan to continuously trip the alarm wire every night, running away each time security had arrived. After it had become such a regular occurence, it was considered a false-alarm, and Feynman took home his prize. He dismantled the device, and used the microwave transformer to power several contraptions that he had worked on in his small, cramped bedroom in the Chicago apartment. It was not long before his mother had discovered the mess of parts scattered in his room. When asked where he acquired it, he did not have the charisma to lie, and immediately confessed to his crimes. He had spent all summer working for the owner of the store to repay the cost of the microwave oven, which had been completely dismantled by the time it was returned. Though guilty for his actions, it had fueled an immense passion for dismantling and reassembling electronic devices.
Following his 16th birthday, Feynman had graduated High School prematurely, and was offered a full-ride to Harvard and Brown University. Dissinterested with satisfying what his family wanted him to do, he opted to pay tuition for the University of Michigin in Ann Arbor, as to remain close to Chicago. Following his studies throughout the years, he completed his Bachelor's for Nuclear Engineering, and had become an assistant professor for the mathematics department. His dramatically quick success and hard-work had burned out Feynman, and at 24, he returned home to Chicago to live with his sick mother. He took on odd-jobs, unable to find work for a physicist in downtown Chicago. As to afford medication for his sick mother, he became a manager of a vinyl record store in the very same W. 5th Avenue. Depressed and disillusioned with his lack of job opportunity, he frequently cycled through girlfriends and booze to medicate his misery.
After working for two years in the vinyl record store, the lead professor at Ann Arbor's computer science department had sent in a letter, asking Feynman to return so he could continue his work and research. Feynman, unsure if he should stay depressed in Chicago, or burn himself out in Michigan, opted to stay home to care for his mother. He wrote back a letter of rejection, stating that he has no place in Ann Arbor. Two weeks after the mailing, his mother had passed away from Lou Gehrig's disease. Falling into a cycle to drink more booze, he reconnected with neighborhood friends, who were amused by his genius-level intellect and carefree attitude. He had no qualms or regard for any kind of safety or self-care, and frequently inserted himself into dangerous positions that made him the 'life of the party.'
Unaware of his brilliance being wasted, the continued to regress into a hedonistic lifestyle that encouraged danger, alcohol, flair, and vanity. His new best friend and former childhood best friend, Mark, had been drinking one night. They had devised a plan to rob a bank- a reckless and foolhardy plan at best, but not one that necessarily commanded the sensibility of intoxication. Riding in Mark's Jeep Wrangler, they crash into the front of the bank's glass doors, and hop out of the vehicle. Feynman, slightly confused and frightened that their plan is actually coming to fruition, quickly flees the scene. As he quickly and sloppily makes quick steps on concrete, his guilty conscious eats away, and commands him to rescue Mark. He drunkenly turns around, places his feet on the ground, and runs towards the bank. Brave, but ignorant, he is immediately arrested on the scene. He spends two weeks in jail, unable to come up with anyone to bail him. After being prosecuted and sentenced to two years of prison, he later finds out in his cell that Mark had been shot dead at the scene. Devastated, he spent the first six months of prison completely silent and unable to formulate complex sentences. The former scientific prodigy had wasted his talent on misery.
After a long duration, with one and a half years of his sentence remaining, he began to befriend several like-minded prisoners who had a passion for building contraptions and reading the prison's forefront catalogue of philosophy by Hume. He quickly became very popular amongst his cell block, and eventually, the entire prison- known for his charisma that he had developed from his care-free, laid back attitude. He rented out every book on natural science that he could, though they were arguably dated. His passion for science was re-fueled, and he was released prematurely from prison for good behavior.
Following his exit from prison, he immediately came back to Ann Arbor, Michigan, to resume his research and development position. He was initially rejected, due to his lengthy absence and prison-time, but the lead of the computer science department had pushed to give him another chance. It was this chance that bolstered Feynman receive his Master's degree six years later, all while working as an assitant professor and with research and development, and completed his PhD project to become a professor of Particle Physics at Ann Arbor, Michigan, for 11 years.Over this time, his wit and humor had become apparent, and his popularity at Ann Arbor had skyrocketed. He was eventually recommended to work abroad, and assist Japan's Nuclear Learning Program, at age 45. He waved goodbye to his his fellow Michigan friends and family, and departed for Tokyo, Japan. He spent two years practicing his Japanese, spending several hours a day to nail his fluency and colloquialisms. He was teased by his engineering peers that he sometimes spent more time mastering Japanese than he did work with his coworkers. Nevertheless, exhausted from city life yet eager to employ his certifications and Japanese-skills, his thirst for adventure led him to Karakura, where he has submitted an application to become a professor.
Karakura "Filler" Professor Application
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In-Character (IC) Section
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1 - PERSONAL DATA
Full Name:
Flowers Feynman
Title (Mr, Mrs, Miss):
Mr.
Given Name(s):
Flowers, "Moss"
Preferred Name:
Flowers
Age:
47
Gender & pronouns:
He/Him
Religious Denomination:
Agnostic
Marital Status:
Unmarried
Nationality:
Japanese-American
Current Location:
Tokyo, Japan
SECTION 2: ACADEMIC DETAILS
Teaching Experience (# of years):
11, University of Michigan in Ann Arbor
(+ Several years as Assistant Professor)
Working Experience (# of years):
19 (11 as Professor, 2 as Vinyl Shop Amanger, remainder
Assistant Professor + Odd Jobs in Chicago)
Academic Degree:
BS in Nuclear Engineering
MSc, Nuclear and Particle Physics
PhD in Nuclear and Particle Physics
Year of Graduation:
1993 (High School), 1998 (Bachelor's),
2009 (Master's) 2010 (PhD Project Completion)
Major(s):
Nuclear Physics, Particle Physics
Minors:
Education, Computer-Science
Native Languages:
English
Other Languages:
Japanese
Preferred Teaching Subject:
Physics
(Specifically, the "Filler" role of a professor,
as to teach Interdisciplinary Particle Physics)
Extra
N/A, Enjoy!
Additional notes about your application (if any):
Thank you for taking the time to consider my application.
