analogies
Original: analogies on Saturday Morning Breakfast Cereal
Transcript
Panel 1:
Teacher (an older man with glasses): Good news, students! I've come up with a clever analogy for electric current! It's not hard to understand!
Student (a person with red hair): But we already understand current, and it's not hard to understand.
Panel 2:
Teacher: Imagine electrons are armadillos.
Student (off-panel speech bubble): Stop! Stop! We already think you're very smart!
Panel 3:
Teacher: The armadillos are afraid. Their level of fear is voltage.
Student (off-panel speech bubble): Please! I can feel my comprehension unraveling already!
Panel 4:
Teacher: Now, the armadillos' ears represent possible spin states.
Student (off-panel speech bubble): Show mercy! Show mercy!
Panel 5:
Teacher: Of course, the armadillo doesn't exist in a single point. He's a probability space, and this is embodied in his rings.
Student (off-panel speech bubble): Stop! You're not helping! You aren't Richard Feynman!
Panel 6:
Teacher (standing at a chalkboard with equations): That reminds me. The armadillo is chasing the Feynman armadillo. He's electric field.
Votey:
A man (shown in profile, line-drawn): Well, actually, if it's AC, he's running back and forth.
Teacher (an older man with glasses): Good news, students! I've come up with a clever analogy for electric current! It's not hard to understand!
Student (a person with red hair): But we already understand current, and it's not hard to understand.
Panel 2:
Teacher: Imagine electrons are armadillos.
Student (off-panel speech bubble): Stop! Stop! We already think you're very smart!
Panel 3:
Teacher: The armadillos are afraid. Their level of fear is voltage.
Student (off-panel speech bubble): Please! I can feel my comprehension unraveling already!
Panel 4:
Teacher: Now, the armadillos' ears represent possible spin states.
Student (off-panel speech bubble): Show mercy! Show mercy!
Panel 5:
Teacher: Of course, the armadillo doesn't exist in a single point. He's a probability space, and this is embodied in his rings.
Student (off-panel speech bubble): Stop! You're not helping! You aren't Richard Feynman!
Panel 6:
Teacher (standing at a chalkboard with equations): That reminds me. The armadillo is chasing the Feynman armadillo. He's electric field.
Votey:
A man (shown in profile, line-drawn): Well, actually, if it's AC, he's running back and forth.
Alt text
A six-panel comic. An older male teacher in glasses excitedly tells his students he has invented a clever analogy for electric current. A red-haired student protests that they already understand current and it isn't hard. Undeterred, the teacher piles on increasingly absurd physics analogies: electrons are armadillos; the armadillos' fear is voltage; their ears are possible spin states; the armadillo is a probability space embodied in his rings. The students beg him to stop, crying that their comprehension is unraveling and that he isn't Richard Feynman. In the final panel the teacher, at a chalkboard covered in equations, says the armadillo is chasing the 'Feynman armadillo,' which is the electric field. Votey: a simple line drawing of a man's face in profile saying, 'Well, actually, if it's AC, he's running back and forth.'
Transcribed by Claude Opus 4.8.