With this in mind, the seeming patterns of the figure you link to are explained by https://news.ycombinator.com/item?id=17106193
You look at integers in "packs" of 100. If a pack contains a prime number, you color it black, otherwise you color it red.
The first pack contains 100 consecutive integers. The second every second integer. The third every third integer and so on.
Every pack starts where the last one stopped.
On the first row, you draw 1 pack, on the second 2, on the third 3 and so on:
https://www.gibney.org/parallax_primes
It looks like hieroglyphs from another universe.
I'm still not sure why it looks the way it looks.
If you want to compare it to a random distribution, you can change this line:
if (isPrime(myNum)) return 1;
To this: if (Math.random()>0.99) return 1;
Very different. I wonder where the symmetry and all the other properties of the pattern come from when using primes.With this in mind, the seeming patterns of the figure you link to are explained by https://news.ycombinator.com/item?id=17106193
For students, the motivation is pragmatic: AI saves time, reduces stress, and helps balance overwhelming academic and extracurricular demands. It’s less about “cheating” and more about survival in a system that prizes productivity and credentials. Professors, meanwhile, are scrambling—reverting to handwritten exams, shifting grading toward tests, or trying moral appeals. Yet many remain unaware of just how normalized AI has become on campus.
The result: higher ed has been fundamentally reshaped in just three years. Students expect project-based, real-world assignments that resist AI shortcuts. But with faculty stretched thin by budget cuts, research demands, and political headwinds, systemic redesign feels unlikely. For now, both students and professors face the same reality: a college education is what you make of it—AI included.
If you're wondering--yes, I used AI for the synopsis. Big question for me, is what does the future of education look like? How do kids get the skills they need to use AI, while still getting the skills they need to be skeptical of it?
We all can do it in 2-3D. But our algorithms don’t do it. Even in 2D.
Sure if I was blindfolded, feeling the surface and looking for minimization direction would be the way to go. But when I see, I don’t have to.
What are we missing?
Fun fact, if you ask someone with French, Italian or Spanish as a first language to count the letter “e” in an english sentence with a lot of “e’s” at the end of small words like “the” they will often miscount also because the way we learn language is very strongly influenced by how we learned our first language and those languages often elide e’s on the end of words.[1] It doesn’t mean those people are any less smart than people who succeed at this task — it’s simply an artefact of how we learned our first language meaning their brain sometimes literally does not process those letters even when they are looking out for them specifically.
[1] I have personally seen a French maths PhD fail at this task and be unbelievably frustrated by having got something so simple incorrect.