Re: Significant figures - a Modest Proposal

[Leigh Palmer <palmer@SFU.CA>]

I'm very pleased to see a literate, thoughtful discussion of a
substantial topic which is, ultimately, a matter of opinion. It
renews my faith (which had been wavering) in this group.

At 09:23 -0700 8/27/99, Daniel Schroeder wrote:

> Sarcastic remarks, in my experience, merely erode student morale
> and convey the impression that you're more interested in condemning
> than in teaching.  Most students, when they get a test back, are
> not in a proper state of mind to appreciate humor.
>
> I never worry about one too many significant figures.  Two too many
> generally results in a mark-down.

The only thing I should amplify from my original post is the item
that Dan and, earlier, Rick Tarara mentioned. I believe I temper
my sarcasm with their secure knowledge that I mean it for their
good. Of course I don't use *heavy* sarcasm unless I know the
student well enough to judge its effect. Fortunately I won't be
personally marking the papers of my 335 Physics 101 students in
the fall semester, so the issue won't arise there. My point is
that I believe the student absorbs the sarcasm better than he
might be affected by losing a mark on the problem.

I now have, and have always had, an excellent relationship with
my students. Many (hundreds) have been guests in our home at one
time or another and I am both accessible and frequently accessed
by them. I don't understand how this happy situation arose, but I
expect that it helps me enormously that my lovely wife Evelyn is
a very popular chemistry laboratory instructor who has taught
most of my students. It probably also helps that we like bright
young people and enjoy their company, *especially* now that we're
in our sixties and our own children are far away. Just because
one inevitably reaches curmudgeonhood one doesn't have to achieve
ogrehood.

Thanks again for the many thoughtful and diverse responses to
this idea. Keep it up!

Leigh