Comics about mathematics, science, and the student life.

Lecture Audience

A three-panel progression of an audience during a lecture, from the perspective of the teacher. The audience starts attentive, and gradually the students fall off one by one.

I wonder if teachers play a mental game of seeing who can hang on in the lecture the longest.

Science Costume

A scientist asks a friend what their costume is supposed to be, since they are only carrying a labeller. The friend replies that they are dressing as a scientist because labelling is pretty much all scientists do.

At least I didn’t show up with just a lab coat!

Popular Physics

In the first panel, a student reads a popular physics book and enjoys the material. In the second panel, the student asks the teacher to skip the "boring" math stuff in order to get to the time travel and black holes.

“We can’t skip the mathematics. It’s the most important part!”

“If that was true, why didn’t my book mention any of that?”


Researcher (while writing a paper): "Now for the most creative part of writing a paper: coming up with applications that are exciting but not too wild!"

I wonder if putting down “This may change the world” is too hyperbolic…

Creative Writing

The professor: "To begin your training as a researcher, I've enrolled you in a creative writing class." Student: "Shouldn't I be doing science?" Professor: "No, no. You first have to be good at writing catchy titles so that people actually read your work!"

“This sounds more like manipulation than science.”

“Hey, I’m just looking out for you as your supervisor.”

Legal Moves

The professor: "Is the next step we are going to take fully legal? Hell no. Are we going to do it anyway and save ten minutes of tedious busywork?" Rest of class: "Hell yes!"

Did you hear that? It’s the sound of mathematicians rolling around in their graves.

Student Confidence

The professor asks two students if they need help with a difficult experiment, but one student replies confidently that they won't have any trouble. As soon as the professor leaves, the student who was confident asks the other what to do.

I mean, I’m sure you were listening when she explained what we had to do, right?

Briefly Explain

A graph showing the relationship between understanding and the length of an answer. Decent knowledge can be shown with concise answers, but there comes a huge cliff in which students start writing a lot to cover up their ignorance.

Let’s hope the teacher is impressed by the amount of writing I’ve given. Surely that’s a signal for quality!

Law of Bad Timing

In the first panel, there is one minute left on the test, and the student can't quite figure out the solution. As they walk out, the solution strikes them.

“Professor, can you come touch my test?”

“Okay, I can collect it if you want.”

“No! I just want to stimulate my brain to think the test is over, so I can get some better ideas.”


There is a big opportunity for a student with plenty of positives, but they choose instead to focus on the small negative part.

My specialty is magnifying the negative part of any opportunity by a huge amount.