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The Nature of Insight

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I have been performing an experiment with my personal assistant, Gemini. Yes, that Gemini, Google’s AI platform. And, yes, I am a user of AI in many ways, and I can provide you with a list of case studies, applications, and time-saving tools. I can also tell you how it has evolved and what changes I have recognized in my day-to-day life.

To provide a bit of background, when ChatGPT was “released” into the wild, my first concern was not the academic one about cheating, nor the ethical issue of how it was trained, it was about how it might be potentially be improperly used and cause physical harm because there were no guardrails or cautions about the results. You see as an environmental and safety professional, I was worried that the information could be coalesced into a format where someone who would “try this at home” and the result would be locally devastating. Additionally, I had made the change from industry to academia in 2014, and I understood the concerns of the teachers as well, the issue of how it could be used to shortcut learning, etc. But, quickly, it became clear that once it was out, it was like that “creature” from science fiction or the “genie-in-the-bottle.” You knew that you couldn’t contain it or put it back into the bottle. Similar analogies to releasing the calculator or the computer to the general public could be made; the technology is here, and we had to learn to adapt.

As the models improved, and we learned, while it was learning, both the hazards and/or concerns were apparent, but so were the advantages, and the successes also became more accessible and recognizable. With a proper understanding of what generative AI is and how it is designed, a person’s productivity could be multiplied, PROVIDED they recognized the potential pitfalls, and traps. The concerns are evident, academia espoused concerns that could have been a “Mad Lib” and you fill in the innovation on the blank line. But some of the “features” and “applications” have been here for quite some time, for example, transcription of audio to text on paper or on a screen, or a text-to-audio reader. This was just a disruptor, a way to make it more accessible to everyone. Some of these tools had already been creeping in even before the release of ChatGPT, other examples include plagiarism and grammar checkers. These models and tools just pulled them together and created a friendlier human interface. Alexa and Siri were present before ChatGPT was available, and if you uncover the Microsoft Video from the late 1990’s about what your “Smart Home” would look like, you could predict this was coming.

Back to the experiment, you see, I teach budding professionals, primarily engineers and scientific and technical types. This means I have to prepare them to use the tools they will encounter in their workplaces, and I have to provide them with the knowledge, understanding, and ethical thought processes needed for success. I have always included the topics of ethics, particularly around data analysis, and the use of intellectual property. We have examined the use of public domain tools, test banks, example problems, etc. I am old enough to be able to bring into my classroom “problem solver” books or the old “Cliff Notes” booklets, our version of the internet before there was the internet. (You see, some of the arguments are exactly the same; the time interval has just shortened.) So, it is natural that I was a very early adopter of the “new” tool. However, you can’t use it as a “tool”; it truly is an assistant.

One of my assignments that I give in my Introduction to Engineering course is that my students must read a book from a curated book list. (Yes, the Engineering Instructor requires a student to read a book.) The curated list includes works ranging from Mary Shelly’s Frankenstein to Chris Kelly’s biography to The Hitchhiker’s Guide to the Galaxy. There are approximately 60 books on the list. The assignment is to read a book of your choice from the list and write a short memorandum. The memorandum must include a brief summary or synopsis, the answer to the question “how did the book change your thinking”, and answer the question “why do you think the book is on the list?” The synopsis is the easy part, and the other two require a bit of thinking and reflection. After the release of AI, I thought I would ask Gemini to answer the third question just to see.

Of course, the answer wasn’t why I thought the book should be on the list. (I am not going to disclose, just in case one of my future students should find and read this.) It did, however, provide an analysis of the person who curated the list. It called me a “disciplined generalist.” (I totally love the description.) This is where the experiment began.

I next took my “Good Reads” list, the one where you curate what you have read and want to read, and I added to the “chat” with my assistant and asked, “Tell me more about the person who curated this list,” knowing that the other was just a subset. It provided more of an analysis and came up with three pillars or central themes. Personally, I thought that was pretty cool and decided to continue the “chat” by producing a journal prompt every day for the person who was described in the reading list. There would be a prompt for each of the “pillars” with a literary and/or “Meditation” based upon a “thought” dump each day. (As of this writing my “assistant” and I have been at it for over 110 days.) It has been a really interesting experience.

Yet, what does this have to do with “insight?” At first glance, if you read the daily prompts as if a person wrote, you would think, “what cool insights” this person has. This is not what an large language model (LLM) does. The LLM takes the information provided and uses an algorithm to make connections, calculates a high-probability path, recognizes patterns, and makes an interpolation. It is not providing “insight” but a potential reflection based upon the information input.

It was this “AHA” moment that hit me about 100 days into the experiment. The model is a reflection; the insights were human. Even the “AHA” moment is a totally human function. AI or an LLM can’t have an “AHA” moment, as it is based in neuroscience; it even has a biological signature. How did I get there? I remembered that there are references in literature about how a mirror, a pond, a glass, or a window provided the “AHA” moment for a character or person. There is a long list. Examples can be found in science fiction, Greek mythology, memoirs, and Gothic novels. So much so, one could think of it as a literary device. Yet, how many times have you looked in the mirror, really looked in the mirror, and had a flash of insight, contemplation, or connection? It is something that is truly human.

Insight is different from what the LLM is producing. The LLM is making what might be referred to as a “probabilistic induction.” Yet, humans are providing the extrapolation to something new or novel. Humans are creating something new out of the induction provided. We use the reflected image to create, to extrapolate, to extend to find “meaning.” An LLM will only produce words, but it takes a human to do something, to act, to have empathy, to communicate, to relate.

Today, we are looking for “human-ness.” It is nothing new. I can point to many authors and poets who have been doing the same thing. We are trying to find our place in the universe, and we are on the cusp of a change that could only be imagined. Yet, we are now imagining something totally different. (One of the reasons I include Science Fiction on my reading list.) Insight is not something you will find in the LLM, but just like our literary characters or poets, insights are something we can find from investigating a reflection. The human still has to be in the loop, and we have to prepare the next generation, or 7 generations, or 1000 generations to reflect and discern the difference between the “image” and reality.

Taking a Break

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How many times have you heard it? If you are struggling with something its time to take a break. Or, maybe you have said it yourself, I have got to take a break, whether it is a mental or physical task.  These breaks tend to be short breaks, but then there are the longer ones, a “vacation” or “holiday” or, if you are lucky, even a longer one, a “sabatical.”  We know we need breaks, but have you ever had any good advice about how to “prepare” for one?

Sure, the short breaks, the ones that are built into our day, the coffee break, or tea time.  Those are part of the routine.  Or, if you are working on a project, a brief stretch break, again, something that is built in.  What about “study breaks” or those longer breaks, like a vacation or a long weekend?  We don’t typically get any useful advice on how to prepare for them, so we aren’t “overwhelmed” when we return and lose all the benefit of the break.  Personally, I just took a short break, a weekend retreat. Yet, this time I spent some time preparing for the break, and thought I would share some insights.

Let’s look at it from a learning perspective.  We know cramming doesn’t work; it may help with the next quiz or test, but it won’t help in the long run.  The question is why?  As a physicist, I view homework problems as puzzles.  Some come easily, others not so much.  But, I also know that if I haven’t been able to figure something out, sleeping on it or switching to another task, such as going for a walk, vacuuming, folding the laundry, or engaging in a hobby, and I came back to the problem, it seems to have solved itself. Why? There is a psychological term for it, “latency.” I think that Graham Wallas, a social psychologist in 1926, outlined it perfectly.  He said that learning requires preparation, i.e., the hard work of gathering the data, working on the homework, trying to solve the problem, followed by incubation, walking away, and letting the brain do its work, then you get the AHA!, or illumination, and finally, you put your learning to the test.  It is all a critical part of learning.  Thus, to really make a topic, or subject your own, you have to put in the effort and take a break. 

Coming back to the problem or task creates another issue, getting started after the break.  Apparently, Ernest Hemingway had a system that helped with that, the Hemingway Method.  He said to stop at the peak and write down the next step, or, as he was a writer, write down the next subject line, and that would get you back on track.

What about the longer breaks?  This is where planning is essential.  In preparing for a weekend away or a longer vacation, there are a number of things to consider.  What are the deadlines that you are facing, who is going to cover those essential tasks, and how are you going to return?  So, here is my advice: start planning early and protect your break.  You know your vacation is coming, so get your to-do lists ready.  Set yourself up for success.  Those big projects get them to a good place, so you know exactly what has to be done when you get back, make the vital arrangements with the colleagues that will cover for you if something comes up, and use your tools.  Use that out-of-office item in your email; you need to manage expectations when you are away.  

It is the return that is always a challenge.  I find that I need a buffer; I need to build in a bit of time to make sure I can manage the inevitable travel glitches, clean up items at home, and give myself some time to come back.  If possible, arrange your break so that you have this time.  You also need to use your tools to schedule time to go through your email and have a method that works for you. There are lots of productivity tips out there to help with your “inbox” (virtual or real), but it is a method that works for you.  You don’t want all of that energy that you gained from your break to be sapped out immediately.  

As with most things, a bit of planning and reflection prior to acting will help.  It will allow you to enjoy your break and will allow you to manage the re-entry.  Yes, breaks are essential, and we don’t take enough of them, primarily because no one ever taught us how.

New World vs Old World or is it a collaboration that is necessary?

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Here in the US, we have a society that dictates that every minute should be active.  We have to fill our lives with appointments, our calendars with schedules, “manage our time”, and the list could continue.  We fill our moments with screen time in its varying forms.  So much so that we as individuals can’t remember a time when there wasn’t something that “had to be done.”  This is our modern challenge.

So, join with me on a bit of a thought experiment.  When was the last time you, as an individual, sat quietly and did nothing for 60 seconds?  I do a pre-professional workshop each year with college freshmen.  The goal of the workshop is to help students reflect on the skills and experiences that will make them more marketable and ultimately successful beyond the designated coursework for their degrees.  My “ice breaker” is an exercise that first requires them to envision their position in 4 years, they have just landed their first post-graduation job, and they are at an introductory cocktail party. They are paired with another “new” employee and need to describe how they got to this position. I introduce the exercise, and then I have them stand up and pair up with someone they don’t know.  The person that they are paired with will have to introduce you to the group.  This is a typical icebreaker-type scenario.  But here is my twist.  I have them stand quietly for five minutes to develop their vision of how they will get to that point 4 years from now.  It may not sound like much.  But, having done this exercise for several years, here is what you would observe:  the fidgeting begins at about 45 seconds, the awkward glances at about 90 seconds in, and the silence breaks at about 2 minutes, and you have to remind them that they need to be quiet so that others can think.  Ultimately, most cannot do it; they can’t stop and think, imagine, or reflect quietly for 5 minutes. It is too much.

Yet, our science and our society tell us that we need that time, that time of reflection, that downtime.  We see it in learning studies, in leadership studies, and in nature.  To grow, we have to be willing to stop and rest.  We need the quiet “dwell time,” or what psychologists call latency.  We need to reflect, we need the quiet, we need the pause.

If you have been following social media and finally mainstream media, you may have come across the “Walk for Peace.” A group of Monks walked from Ft. Worth, Texas, to Washington, DC.  If you watched what happened, it was truly fascinating.  First, people tied all kinds of different meanings and scenarios to the walk.  Then, as individuals realized that this group was simply following their path, their intent, and their demonstration that what the world needed was peace and a simple message, things changed.  The crowds came, but they were quiet.  People stopped, they paused.  People began to understand that each individual needs that quiet time.  It may be an active quiet like walking. But it is quiet, without the “noise” of our society, i.e., constant need for input from something outside of our natural environment.

What might seem counterintuitive in our fast-paced, always-on-the-go society, there is a way to find that “quiet” time. While the Monks were walking, I was personally working with the other end of the spectrum, engaging with the fast-paced changes we are encountering with our electronic, or “smart” assistants.  Artificial Intelligence (AI) has rapidly become part of our everyday lives. It is in our usual tools, our wordprocessors, as part of our “smart” feeds for television, our email, our social media, and the list can continue.  Yet, it can also help us find the pauses, the quiet time, the time for reflection, and even help us focus our jumbled-up thoughts into a reflection.  My AI Assistant has provided me with ways to free up my time, transcribing meeting minutes, providing summaries, and more.  It saves me several hours per week just by providing typing support.  Since ChatGPT was “released” in November 2022, our lives have been fundamentally different, whether or not you personally have noticed it.  I made a conscious decision to learn about the technology because I understood it would be part of our lives. Yet, I have adapted it into my workflows so that I can pause and reflect.  I have seen an increase in the time I can spend on slow things, like taking two days to make a lovely loaf of bread or a slow-cooked pork roast.  I can go on a “media” free walk and observe the stars or listen to the birds.  I feel less stressed, because I have an assistant who can help me find minutes in the day and help me organize.  It is a case where the “new” world is enabling the “slow” world.  And, I am finding a lot of peace in that.

Habit Trackers

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Do you use a habit tracker?  Or, are you aware of a habit tracker that is monitoring you?  (We tend to see these at the end of the year when you get your “Spotify Wrap Up” or your year-end credit card statement.) You might have even thought about a habit tracker to get you started on your “New Year’s Resolution.”  If you did think about it and possibly did an internet search to see what tools, suggestions, and applications were available, you might have gotten a bit overwhelmed.  The real question is not really about the habit tracker itself, but the why behind it.  What is it that you are really trying to do: develop a new skill, make sure that you have completed a “must-do” task, or as a way to cope with some of the stresses of daily life?  Fundamentally, habit tracking is a means to an end, a way to support the development of daily behaviors to build self-awareness, consistency, and even resilience.

Of course, there are other ways of solidifying a good habit or behavior. For example, as I was trying to develop a yoga practice to support flexibility and health, I put a quarter in a jar each time I practiced, so I could reward myself with something I wanted after enough change was collected.  (This was a bit better than seeing a little box get checked on a scoreboard, but it still was a habit tracker.)  We also see a number of programs that pass out badges, challenge coins, and other “rewards” when you reach a milestone.  But, again, these are the result, not the why.  A person really needs to look at the why and also reflect on the journey.

Each person is on their own specialized journey, and one of their own making.  We celebrate the common milestones, birthdays, and anniversaries.  We tend to celebrate bigger achievements, graduations, and years of service.  But, each of us track other things, number of books read, number of steps per day, number of days practicing the piano, etc.  These are more personal, sometimes celebrated, sometimes communicated, but they are something you do for yourself, and it is not about the passage of time.  These “streaks” say something about you.  They point out what you “value,” whether or not you have articulated it to yourself or not.  Currently, I am tracking some things very actively, but others sort of snuck up on me.  I have a Duolingo streak of 1,618 days as of this writing (been working on German, but also have done a bit of Spanish and Navajo).  It is also a bit fascinating that I chose to look at the streak today, as 1.618 is the “Golden Ratio,” an idea of symmetry.  It is found in nature, in art, and in mathematics.  But, for me, it is a coincidence that allowed me to focus on the geometry or framework of my current development or the architecture of my daily and weekly actions.  I am building on what is important to me to focus on my goals and what I want to accomplish.  This particular streak is a strong reflection of my value for continuous learning.  It may seem like just a “habit,” but it is one that cannot be maintained without that drive.  

The drive keeps me going, but we all know that streaks come to an end.  For example, I maintained a streak last year that lasted over seven months, listening to a particular podcast daily.  The streak ended when I got busy with family and work.  But the fact that I didn’t return to it after the disruption indicated there wasn’t the “drive” to keep it going.  However, the reason I was listening to that particular podcast, and the streak has restarted in a different way.  The purpose, the why, is still very present, and the new habit is sustained in a much more constructive way.  This is just an example of how our streaks can scaffold our growth and support our lives.

A key to maintaining the streak, habit, or purpose is the why behind it.  Why do you track the number of glasses of water you drink each day?  It is a technique to ensure that you maintain hydration, and it is a tip for helping lose weight (sometimes we eat just because we are thirsty).  Why do we track the number of steps each day? Supposedly, it helps us maintain a level of fitness or supports our health because we have to get up from behind the desk.  Think about what you are tracking or not tracking.  As we rely on our “tools” think smart phone, and calendars, we generally don’t take the time to reflect.  Without reflection and examination, we tend to be adrift in the world, and our lives are less fulfilling.  Understanding what we value and building our scaffolding to help us focus on those values provides a sense of fulfillment and peace, and allows us to maintain the streaks that are important to us.

Time

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Time is an interesting concept, and it is very human.  There is the physical idea of time, one that scientists provide a measure, the second, and record time in established intervals.  The second is defined as the duration of exactly 9,192, 631, 770 cycles (or periods) of the microwave radiation of a specific energy transition in a cesium-133 atom. This is a precise atomic standard, and we see these seconds tick by in our analog and digital clocks.  But, for most of us (unless we are doing scientific measurements), time is a bit more ethereal, cultural, and subjective.

Take for the basic idea of what day it is?  You might get an answer related to the day of the week, such as Monday or Friday.  Or you might get our world standard, the day’s date (I am writing this on January 2, 2026).  But, you might get another answer depending upon the specific calendar you are using, common ones include the Julian, Hebrew, Islamic, and Chinese.  Some are based on solar observations, some lunar observations. Do a quick internet search, asking the question about the number of calendars in common use, and you will get around 40 different calendars, with the six to ten being considered major calendars.  Each calendar has a particular cultural or religious use.

Before getting a bit philosophical, let’s look at our common calendar, the International Calendar.  This calendar is based on the Georgian Calendar. It was not widely accepted until after 1752 when Britain and the British Colonies accepted the correction to the Julian Calendar. This calendar is named for Pope Gregory XIII, who proclaimed its use in 1582.  Astronomers still use the Julian Calendar. The Julian Calendar is based on the one adopted by Julius Caesar in approximately 46 BC with a few corrections and finalized in 8 CE.  The Georgian Calendar is a slight correction to the Julian Calendar in how it manages leap years.  The average length of the Georgian year is 365.2425 days as measured from equinox to equinox, i.e. a solar tropical year.  Using this calendar the error is only 1 day every 3300 years as compared to the Julian Calendar which accumulates an error of 1 day in every 128 years.  (The advantage of the Julian Calendar to astronomers is that all of the known astronomical observations have positive Julian dates, making the math easier.)

And, as noted before, there is still some debate as to the “proper” calendar.  Even our idea of the second and the synchronization of time is actually relatively new.  Historically for most communities, time was a local issue.  As commerce expanded, time and location became linked in what was known as the longitude problem, i.e. where was a ship located east or west of a given line.  The problem was solved by using sophisticated mechanical clocks measured against a reference. Hence, the establishment of Greenwich Mean Time or the GMT, and the basis for internal establishment of Universal Time (UTC) or Zulu Time.  The longitude problem was officially solved, as recognized by the awarding of a prize by the British Government, in 1773.  Yet, standardization of time was still at least a century away.

What finally made it an imperative to establish a standard time and time zones?  The advent of the railroads.  At noon on November 18, 1883, the U.S. and Canadian Railroads adopted what was then called the General Time Convention, which later became the known as “Railroad and Telegraph Time.”  The General Time Convention used the meridians (longitude) to establish time zones.  The Naval Observatory was responsible for providing the noon signal which allowed the railroads and telegraphs to synchronize the clocks based upon the convention established.  This occurred prior to formal establishment of GMT being the international standard at zero longitude.  The international agreement to establish UTC came in 1884. 

But, then there is our philosophical and personal perception of time.  We have all had that feeling that time is dragging, usually when we are “watching the clock” or impatiently waiting for something or someone.  Then there is the sensation that time has flown by, you are in the zone and are working on something and you look up and see that an hour or two has passed.  We also experience this when reflecting on the calendar, just how fast did 2025 fly by?  Or the past 3 years?  Each of us has our own perception, and those perceptions can be influenced by events and expectations.  This perception is the stuff of poets.

For now, let’s just marvel at the fact that we can monitor time in a precise way to help us understand our physical world, as well as monitor it in a way that allows us to engage with others.  Our calendars are precious things (on a personal and cultural level).  We use them to plan, as well as to reflect.  We use them as guides, as well as measurements of milestones.  Particular days have meaning, and some are just a box.  The key is that time is now, this present moment.  It can’t be stored or saved; it just is.

Engaging with the written word

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Have you thought about how you engage with the written word?  Sometimes, it is words combined with pictures on a screen – Instagram, memes, blogs, etc.  Sometimes, it is a personal experience with paper and pen.  Sometimes, it is a tactile experience with a magazine, book or newspaper.  The written word can appear in a glance, or can be deeply pondered.  But, it has become apparent that how we engage with the written word is very different that it used to be.  And, may be highly dependent on how the information is presented.

Blog post graphic book

During the past week, I have encountered numerous stories discussing how reading has changed.  How we as learners, educators, and consumers of the written word interact with the messages and ideas being conveyed.  Our society has changed.  We read mostly in snippets, brief interactions.  And, this is driven by our devices: computers, smart phones, tablets, billboards, ads, etc.  We may or may not actively engage with a more complex reading format: a longer article, or a book.

This change in reading behavior presents a significant challenge to educators, how do we get students engaged with the text to think more deeply about an idea?  How do we get individuals to really comprehend the information being presented? How do we encourage an imagination?  There is obviously no clear answer.

Add to this the fear of the summer time reading slump, i.e. not reading over the summer; and we have to consider how individuals engage with reading.  For parents, there are some resources that are available.  Local summer reading programs at the public library.  Many school systems send home summer reading lists.  And, then there are organizations like Reading is Fundamental or Unite for Literacy. So, access to reading is available.  The trick is to engage in the activity.

Reading is a skill that needs practice.  We also need to engage in different types of reading, because our comprehension skills are different based upon method of interaction with the words.  It is time to encourage some quite time with a physical book in addition to reading an e-book.  We also need to engage in the act of writing, note taking, and pondering.  Perhaps if we do that more ideas and solutions may appear.

Basic Laboratory Skills

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I have been working on a laboratory course that can be taken as a self paced course at home or to be used by teachers in a small classroom, a cooperative school system, or even a regular classroom/laboratory setting. The idea behind this course is that you don’t need to have a lot of expensive laboratory equipment to be able to gain some essential hands-on laboratory experience and investigate a variety of chemical concepts.  Of course, you still need to be safe, and you still need to use good technique; but expense and specialized items should not be a barrier.

Thus, I have set off on this adventure, and have been very surprised at what I have found so far.  If you look at the current education standards there does not seem to be a list of laboratory techniques that students should be exposed to or master while in elementary, middle, or high school.  There is a lot of discussion about observation, understanding of concepts, and reviewing/analyzing data, but nothing related to a hands-on technique based experience.  There are comments about the importance of the laboratory experience in science, but not  anything specific about the fundamental skills that should be obtained.  Of course, this presents a challenge.  To do science, you need to have some basic skills.  But, we haven’t articulated what those skills are.

When I teach Kindergarten students, I tell them that scientists observe, measure, and predict.  Of course, this is a simplified version of the what we really do – but it boils the scientific process to the essentials.  Scientists observe their surroundings and phenomena.  Then formulate a hypothesis about what they are observing, and develop an experiment to test that hypothesis. During the experimentation, they gather data through more observation and measurement.  Finally, they analyze the information obtained, re-evaluate the hypothesis, and start the cycle again.  Also, at some point communicate their observations, findings and conclusions.

From this assessment of the process, three things stand out:

1) Observation skills are necessary.

2) Communication skills are necessary.

3) Measurement skills are necessary.

Hopefully, the first two skills are readily addressed through many aspects of the educational process.  Even very small children are making observations about their surroundings and are trying to communicate about what they see.  Parents and teachers are always working to improve these skills. These skills have to be refined a bit for the scientific process, i.e. note taking and scientific writing, but there are being worked on throughout the learning process.

Measurement is another matter.  For many of us, measurement comes naturally.  How many yards of fabric is needed for a pattern?  How many miles is it to the next town?  How tall am I?  Or, the old adage: measure twice cut once when building something.  However, due to changes in our society, measurement is not as routine as it once was.

Think about it.  We buy prepackaged sandwich meat, and don’t go to the deli counter.  Thus, if you had to cut/slice a ham for two pounds of lunch meat (and actually calculate how much that would be at certain price per pound), would you be able to do it?  How many people make a recipe from scratch?  (Do you know how many teaspoons there are to a tablespoon?)  When was the last time you bought nails, not to mention nails by the pound?

Even when we do measure, we don’t necessarily worry about precision.  If we are a little over or under, it usually doesn’t make a big difference.  But, in scientific measurement; precision is important.  Thus, those skills associated with measurement become very important.  Precision in measurement is communicated by the use of significant figures.  And, the concept of significant figures is lost on most individuals.

A number is written to communicate the measurement; 3 is fundamentally different from 2.54.  These numbers are communicating a different level of precision.  (2.54 is the number of centimeters to an inch; 3 is a rounded 2.54.) For most measurements, the level of precision is not of particular note or issue – unless we are paying for the difference.  For example:  Today’s price per ounce of gold is $1246.01.  This means every one tenth of an ounce is worth $124.60.  So, the difference between 3 and 2.5 is $623 – which is not trivial.  Thus, precision is important.

Measurement and the precision of the measurement are extremely important.  Thus, measurement and the precision of the measurement need to be taught and perfected as they are incorporated into both the language and the process of science.

So, get those students out there measuring with devices – rulers, thermometers, measuring cups, graduated cylinders, scales, balances, tape measures, protractors, etc.  Look at the precision, i.e. the markings on the devices.  Look at how precision impacts the result.  A little error in our measurement can result in huge problems later.  So, how that error gets magnified over time.  Look at the implication of error.  And, learn this essential skill.