Wandering into the Scientific Woods

Sometimes in an upper-level class I’ll assign a problem I don’t expect students to solve. It either involves some subtle trick, or requires theoretical techniques they haven’t yet learned. I assign them because I want students to struggle a bit with problems for which the solutions aren’t clear. “Wander into the woods,” I’ll tell them. “Find out what it feels like to be lost and start struggling to find your way out.” It’s a good skill to develop, because often in theoreti...