I present the long-term safety of radioactive hazards as an design task to my students. Effectively, a limit-case test of their design know-how. These are my notes on the subject:
It sounds like the most important lesson to give the students is not wasting time looking for solutions to problems that do not exist and likely never will in the future, nuclear semiotics and golden records both being prime examples of that.
It sounds like the most important lesson to give the students is not wasting time looking for solutions to problems that do not exist and likely never will in the future,
The value of giving students such impossible speculative tasks is that it tests the limits of the students' thinking. Also, they really enjoy these kind of things :)
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I present the long-term safety of radioactive hazards as an design task to my students. Effectively, a limit-case test of their design know-how. These are my notes on the subject:
https://rmit.instructure.com/courses/87565/modules/1193362
Nothing other that speculative solutions have so far been proposed.
In the same module, I also address the problem of communicating with alien intelligence using the Voyager 'Golden Record' as an exemplar.
It sounds like the most important lesson to give the students is not wasting time looking for solutions to problems that do not exist and likely never will in the future, nuclear semiotics and golden records both being prime examples of that.
The value of giving students such impossible speculative tasks is that it tests the limits of the students' thinking. Also, they really enjoy these kind of things :)