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US Adults Fail Basic Science Literacy
TaeKwonDood writes "Do you want the bad news first or the good news? The good news is that about 80% of Americans think science knowledge is 'very important' to our future. The bad news is most of those people think it's up to someone else to get knowledgeable. Only 15% actually know how much of the planet is covered in water (47% if you accept a rough approximation of the exact number) and over 40% think dinosaurs and humans cavorted together like in some sort of 'Land Of The Lost' episode. What to do? Pres. Obama thinks merit pay for teachers makes sense. Yes, it will enrage the teachers' union, but it might inspire better people to go into science teaching. It's either that or accept that almost 50% of Americans won't know how long it takes the earth to go around the sun."
Only 15% actually know how much of the planet is covered in water (47% if you accept a rough approximation of the exact number)...
47%? Last I heard, it was between 70-75%. The top three results from Google for the query "earth covered by water" all say that as well.
Was that 47% derived using a different definition, or is TaeKwonDood a charter member of the Science Is Only For Nerds Club?
Boards of Education are trying to teach how a magic man in the sky created everything. Reap what you sow.
What concerns me more than lack of knowledge of basic facts is that many adults don't really understand something as simple and basic as "the scientific method"...coming up with idea...testing it...controls....etc. It's almost as if science is "magic" to a lot of adults...might explain why so many can't distinguish between what they think the bible says and testable, provable fact.
You know, I'll own up to not knowing that it was exactly 47% of the earth that was covered with water. I actually thought it was a lot closer to 70%, and, apparently, so does Google, so its a common misconception. I wonder if one of us isn't counting ice?
The summary isn't saying that 47% of the earth is covered in water. It is a poorly worded attempt at saying that 15% of the respondents got the answer right, while 47% got the answer approximately write. TaeKwonDood is just shitty at writing English.
the earth was fully covered with water, right before god created dry land and put all the fossils which seem to be older inside. The he created the animals in a way that their DNA looks like inherited from each other and created some species which are there to prove that he can also create species which evolve. All this is kind of obvious, so what are your irrelevant anti-christian scientific questions all about?
You can pay teachers all you want, but it wont inspire students to learn and retain knowledge. Only parents/peers/culture can do that.
A slashdotter who didn't build his own computer is like a Jedi who didn't build his own lightsaber.
My one problem with the idea of merit pay for teachers is that there isn't really a good way to measure teacher merit. In most jobs, a worker has a very high degree of control over the end product: for example, nothing goes into the source code I write unless I say so. In such
The problem is that teachers don't (and shouldn't) have that kind of control over the end product: namely, their own students. At best they can guide and influence, but even in the best of situations, more often than not students will be affected by things completely beyond the teacher's ability to predict or control. It is thus grossly unfair to use student performance as a measure of teacher performance, simply because the ties between them are much too loose.
The other option that has been put forward is to use evaluations, by peers, students, administrators, or other factors. Subjectivity is the problem here: it's far too easy to game such evaluations, or to subject them to office politics. This can have both positive and negative effects on various parties, depending on viewpoint, but in any case it cannot be made fair or reliable as a measure of performance.
What other methods exist? I can see none, and would be interested in hearing possible alternatives. But in their absence, "merit pay" for teachers is nothing more than a comforting myth: the concept is unworkable, and implementations cannot be made to reliably follow the concept. Yes, this is different from many (most?) jobs, but the nature of the job itself -also very different from most- is what creates these conditions.
And what is said in the summary:
"Only 15% actually know how much of the planet is covered in water"
So there's a bit of idiocy with the person who wrote this. In reality, as you put it, 15% got the correct answer--15% did not necessarily "actually know how much of the planet is covered in water." That would imply that no one guessed. A little hypocrisy in the summary, perhaps? In the article, they put it correctly: "Only 15% of respondents answered this question with the exactly correct answer of 70%."
EDITORS, DO YOUR JOBS. If there is a fallacy in the summary, either correct it, or DO NOT POST THE STORY.
Actually, thats kdawson's fault. If you read the original firehose article by TaeKwonDood you'll see that the bit of incorrect grammar was actually placed in by kdawson.
"How much of the earth's surface is covered by water?" Does one need to know the answer to within one percent, or less? Is that even known so precisely? If the correct answer is 70-75% water (approx 3/4) then are 4/5 and 2/3 water good enough guesses? I think both numbers contain the main idea that there's more water than land.
And as for humans and dinos walking the earth together, I think a majority of those who "didn't know dinos and humans didn't live at the same time" would probably have answered that dinos preceeded humans if asked on a gameshow where prizemoney was at stake. Answering that they thought dinos and humans walked the earth together makes is a statement about the beliefs they choose to espouse.
...
Most people don't do jobs that need this education. What they need are classes in logic, history and philosophy growing up because those will teach them to critically think more than any K-12 class on basic science.
Geography is a science.
My blog
approximately write
Fucking facepalm. I can't believe I typoed that. :(
Just a note: Knowing how much of the planet is covered in water is *not* scientific literacy. That is trivia knowledge. If I need to know how much of the planet is covered in water (I'd guess 80%), I look it up, and decide if the definition matches my needs.
Scientific literacy would be understanding (1) how to research science you need (2) how to conduct a proper experiment (3) how to evaluate claims for obvious falsehood (4) how to check out non-obvious claims for falsehood, which is related to #1, (5) how to identify whether you are yourself competent in an area of science, or not, and (6) how to find someone who *is* competent, if necessary.
I hate it when people mistake factoids for science.
I hate it when people mistake popular blurbs for reason.
Correct Horse Battery Staple: 72 bits of entropy. Enter "Correct H" into google. When it generates the phrase, that's
The cream will rise to the top in the private-sector schools, as it does now.
Ah yes, privately-educated Americans. Those fortunate people whose parents paid out most of their income to send them to schools designed to extract as much profit from the education system as possible. This is why I have to teach people who are supposedly of university calibre basic arithmetic, that goes beyond their school's "If Sheneequa goes to McDonalds and buys three Big Macs for $6, and Ernest goes to Burger King and only gets two burgers for $5, then how much better value is McDonalds?" questions.
I really, *really* wish I was joking.
Q1: How many of them believe in astrology, Feng Shui, crystal power, and other crap?
Q2: How many of them know that the Earth is not flat, and is about 4.5 billion years old?
I would not be surprised if the answer to Q1 is larger than the answer to Q2. Unfortunately. And that's just a sample of delusions compared to a couple of simple and well-known facts.
There is a crying need for teaching the scientific method in schools. Ideally, it would be accompanied by numerous exercises in critical thought, including the examination of "common knowledge" and topical news stories.
Those who can make you believe absurdities can make you commit atrocities. - Voltaire
and 80% of the population will get no education worth anything...then the illegal Mexican immigrants will get the jobs that require education and US citizens get the day laborer jobs.
The demonstrated reality is that societally mandated education is the single most stabilizing activity. In addition it provides the best ROI of ANYTHING we can do.
If you want to see the US turn into a 3rd world country in one generation, get rid of public education.
" mere names of places...are not geography... know by heart a whole gazetteer full of them would not, in itself, constitute anyone a geographer. Geography has higher aims than this: it seeks to classify phenomena (alike of the natural and of the political world, in so far as it treats of the latter), to compare, to generalize, to ascend from effects to causes, and, in doing so, to trace out the great laws of nature and to mark their influences upon man. This is 'a description of the world' -that is Geography. In a word Geography is a Science -a thing not of mere names but of argument and reason, of cause and effect. "
-William Hughes, 1863
There is a war going on for your mind.
You will never join facts unless you have a fact-joining intellectual toolkit. The Greeks did some categorization, but they also invented deductive logic, and mathematical proofs.
Our educational system today is all about rote memorization, and it is no surprise that we have kids getting to college who don't understand how to write a paper that presents an argument, more less understanding the finer points of the scientific method.
Secondary education isn't the place to force-feed people facts that they're never going to need or use; you need to teach research, critical thought, logic, and the scientific method...Those things are useful for everyone, and once that framework exists, you can hang whatever facts you please on it.
ad logicam Claiming a proposition is false because it was presented as the conclusion of a fallacious argument.
Trivia or not, it doesn't change the fact that is "basic scientific information". Or at least, basic knowledge of the world that is useful, or at least interesting, to have. A "scientific mind" (damn, I'm abusing quotes) starts with a gathering of random but interesting knowledge (as you call, trivia), from that point you start infering and dealing with patterns and such to develop critic thinking.
To fail at basic info like that, shows a disregard for scientific knowledge. And that is foundation of critical thought (together with some philosophy in it).
Science spur from the need of understanding the natural world around us, and that came after knowing some silly facts and asking yourself: "Why is that so?".
--- "When you gotta do something wrong. You gotta do it right. (Fighter)"
I say we take the trivia out of science education, and put the scientific method in. People need critical thinking skills, and problem solving methodologies a hell of a lot more than they need pi to 20 digits, or to be able name our current geologic epoch (Holocene), or any of a number of worthless pieces of trivia.
Mod parent up. A lot.
That's the problem with school. You learn by rote as if the exact birthdates, or dates of battles or whatever in history, the exact atomic masses of elements in chemistry, or the precise value of e in math, of the speed of light in physics, etc. would mean anything. Most importantly, even if they do, few teachers tell you what it is.
Sorry, I couldn't care less if the battle of Waterloo was whenever. I don't see what it matters. However, I do find it quite interesting how we know when it was. Even more so the more unreliable our sources get. The process of finding out c is a lot more interesting to me than the precise value. The meaning of it, e.g. the difference it makes to physics, is also a lot more interesting.
We are lacking meaning in our education, and yet the human brain is hardwired to look for meaning. If you learn something that means nothing, you are biologically hardwired to discard it. That's why there are so many mnemonics to help you learn useless facts.
So, what is the meaning of it? Does it make a meaningful difference if the earth is 69% or 71% covered with water? I dare say no, so why should I care as long as the number is roughly correct? Heck, "about two-thirds" is detailed enough for 99% of us. There's no meaning in knowing it any more precisely.
Assorted stuff I do sometimes: Lemuria.org
But everyone knows that the British are prone to over-generalisation.
It's like "stony" or "woody" but a lot better to make swords out of?
It doesn't mean much now, it's built for the future.
Just a note: Knowing how much of the planet is covered in water is *not* scientific literacy. That is trivia knowledge.
I hate it when people mistake factoids for science.
I hate it when people mistake popular blurbs for reason.
Maybe. But not knowing that the earth takes one year to revolve around the sun indicates a pretty serious failure to know what the fuck is going on.
And, seriously...if you can't imagine a globe in your head and at least get between 60% and 80% water...you are pretty ignorant. If a lot of people are that ignorant, we have a problem.
As always, I would like to see results of the exact same survey from other countries for comparison.
Yo dawg, I heard you like the Ackermann function, so OH GOD OH GOD OH GOD
You need to a finite verb to that sentence.
At the bottom of the
To fail at basic info like that, shows a disregard for scientific knowledge. And that is foundation of critical thought (together with some philosophy in it).
I disagree. I think understanding and applying the scientific method is the foundation of science, which is just one method of critical thought. Any particular facts a person knows or does not know may be reflective of their opinions about science, or it may be reflective of their particular interests and cultural influences. It is unlikely, but not impossible, that people who fail such a test are able to apply the scientific method. It is probable that people who pass this test, still have no real understanding of the scientific method, how to apply it, or why it works.
I surmise that thinking such as is demonstrated in this survey is a symptom of our broken educational system. It is highly focused upon rote memorization instead of applicable skills and understanding concepts. It's easier to memorize the definition of science than to understand the method. It's easier to teach kids to memorize than to understand. It's significantly easier to test memorization than understanding. It is vastly easier to standardize a test for memorizing a blurb than for understanding a concept.
Don't get me wrong. I think science classes should run through teaching a wide base of scientifically determined fats and likely theories. I just think that should come second to a thorough understanding of the scientific method and how to apply it to determine the truth as well as a firm grounding in hands on experimentation so students can learn that it does work and have confidence in it.
His ignorance was as remarkable as his knowledge. Of contemporary literature, philosophy and politics he appeared to know next to nothing. Upon my quoting Thomas Carlyle, he inquired in the naivest way who he might be and what he had done. My surprise reached a climax, however, when I found incidentally that he was ignorant of the Copernican Theory and of the composition of the Solar System. That any civilized human being in this nineteenth century should not be aware that the earth travelled round the sun appeared to me to be such an extraordinary fact that I could hardly realize it.
"You appear to be astonished," he said, smiling at my expression of surprise. "Now that I do know it I shall do my best to forget it."
"To forget it!"
"You see," he explained, I consider that a man's brain originally is like a little empty attic, and you have to stock it with such furniture as you choose. A fool takes in all the lumber of every sort that he comes across, so that the knowledge which might be useful to him gets crowded out, or at best is jumbled up with a lot of other things, so that he has a difficulty in laying his hands upon it. Now the skillful workman is very careful indeed as to what he takes into his brain-attic. He will have nothing but the tools which may help him in doing his work, but of these he has a large assortment, and all in the most perfect order. It is a mistake to think that that little room has elastic walls and can distend to any extent. Depend upon it there comes a time when for every addition of knowledge you forget something that you knew before. It is of the highest importance, therefore, not to have useless facts elbowing out the useful ones."
"But the Solar System!" I protested.
"What the deuce is it to me?" he interrupted impatiently: "you say that we go round the sun. If we went round the moon it would not make a pennyworth of difference to me or to my work."
Sir Arthur Conan Doyle
A Study in Scarlet
The "I" is, of course Dr. Watson, and the "He" is of course Sherlock Holmes.
ad logicam Claiming a proposition is false because it was presented as the conclusion of a fallacious argument.
So if say 50% of the earth were covered with water it would mean overpopulation isn't an issue, global warming wouldn't be affected by water currents, etc?
I don't think knowing the percentage is all that important to non-scientists' understanding of critical scientific issues.
A recent study indicated just that. In order for students to be successful in higher level sciences, they need depth and methodology rather than wrote memory of facts.
Unfortunately, (and I say this a as high school science teacher) our school system is set up in such a way as to mandate the teaching of broad facts. Thanks to No Child Left Behind, we are now rigorously tested on the breadth of what we teach.
This leaves us with an interesting quandary: Do we teach so that students can be successful, or do we teach so that the school can be successful? For the students, we need to teach depth. For the school, we need to teach breadth.
Ideally, we'd do what the students need. Realistically, we do what the school requires, since to fail to do this means a loss of jobs.
Velociraptor = Distiraptor / Timeraptor
ok let's start with simpler things.
How many states are there?
How many MAJOR branches of the government are there and name them.
How many stripes and stars are on the USA flag?
Name 3 countries in europe.
Name 3 countries in Asia.
Name 3 countries in south america.
Name 3 countries in north america.
Explain how you can calculate your approximate destination time from your speed and distance.
Guess What. a HUGE portion of Americans will FAIL the above basic test. Many MBA holders and other COLLEGE DEGREE HOLDING people will fail it.
Dont get me started on basic science that you can use daily, math, driving safety, common sense, etc... if you add those in then the numbers that fail rise drastically.
Critical thinking skills? you are asking the morons that travel at 85mpg 6 feet from the guy in front of him to think critically when they cant comprehend that their actions daily on the highway are incredibly stupid? How about being able to do basic math so you understand that the 15% you will save opening that store credit card to buy that item will cost you 30% more even if you go home and pay it off right now due to dropping your credit score like a stone.
Most dont know who their representatives are in local and state government or how to get a hold of them. You need to get off your pedestal and actually spend a week observing people and the incredibly uneducated things they do. It's not out of habit or malice, these people around you really are that uneducated.
I see this amplified from the Exchange students at my daughters school.. The German kids all mention how american school is insanely easy compared to theirs. friends I have in Germany, Italy, and China all also cant understand why Americans cant speak more than 1 language and dont understand what they consider basic math, Algebra and Geometry, Most Americans do not know.
Our schools have been an utter failure for decades. From the public kindergarten all the way up to Post graduate. colleges skew grades so that you get a C for what used to be failing the class. now our "average" students are the faiure uneducated ones.
honestly, I wish Obama had the balls to call out and demand that all truancy laws be reinstated, teachers paid based on merit, and that schools and colleges be forced to stop passing people that should not be.
3 of the highschools around here will give you a diploma even if you cant read. That is not shocking, it's a disgusting embarassment.
Do not look at laser with remaining good eye.
I would, as number (0) understanding what is and what isn't science.
Obvious example: "intelligent design"
That's more difficult than most people think. Karl Popper recognised that the boundary between metaphysics and science can only ever be a convention (in his introduction to the 2nd edition of "The Logic of Science"). "Falsifiability" only works as an abstract concept; it doesn't actually reflect how science really works in practice or what counts as science in practice. That means that although there's stuff that is decidedly within science (eg, heliocentric solar system) and stuff that is decidedly outside science (eg, ID), there's a huge fuzzy area that may or not be science depending on the definitions you take. There's a discussion here about this problem in the context of evolution. (For those who can't be bothered clicking links -- this is /. after all -- it concludes that evolution is science, because science isn't all about falsifiability).
Quidnam Latine loqui modo coepi?
To fail at basic info like that, shows a disregard for scientific knowledge. And that is foundation of critical thought (together with some philosophy in it).
I disagree. I think understanding and applying the scientific method is the foundation of science, which is just one method of critical thought. Any particular facts a person knows or does not know may be reflective of their opinions about science, or it may be reflective of their particular interests and cultural influences.
You can't learn how to critically deduce something if you don't know things. A basic example, using something un-scientific, jigsaw puzzle solving. See, I know a basic fact, "the box contains 5000 pieces", I know another basic fact "borders are flat in at least one of the sides". With those in mind you can start creating a process to solve the jigsaw, you can put on that a few more "unit" data: "it is easier to get 1 pair together than 4", and from that place start deriving how you are going to solve it. Ok, it is a silly example, and not that great of an analogy (I'm at work and tired), but it shows that without any of those basic facts I couldn't work on how to solve the problem.
Mind you, I think "critical thought", "Principals of Western Philosophy", "Mathematical proofs", "Basic Algorithms" should all be classes since the 5th grade (10 years old here in Brazil). You need to teach the kids how to think. But you need to show them some fact too, so they can apply what they are learning in terms of thinking, and their curiosity on a bunch of "silly" trivia and from that onwards learn how to think.
It is unlikely, but not impossible, that people who fail such a test are able to apply the scientific method. It is probable that people who pass this test, still have no real understanding of the scientific method, how to apply it, or why it works.
I agree with you that people who pass this test may still have no understading of the scientific method, but I don't think that someone who can't get those facts can know it. Mainly because they are easy to infer from other things. Take the question about how much water there is in the world. I may not know the number, I may not have ever thought about it, but if I saw a map, and thinking a bit about it, I can make a good guess (which means, we should expect a much higher "close enough" percentage). The fact that so many people have no idea about it, shows not just a lack of trivia knowledge but a lack of deducing capabilities.
--- "When you gotta do something wrong. You gotta do it right. (Fighter)"
Knowing how precisely you need to understand something in a given context is
a valuable thing in and of itself. Knowing how to "estimate" things will allow
you to seem to know more while actually putting less effort into it.
A Pirate and a Puritan look the same on a balance sheet.
I couldn't care less if the battle of Waterloo was whenever You must have gone to one of those fancy schools. I think the only time Napoleon was ever mentioned in my American public school was a passing reference to him selling the Louisiana territory to the USA. At my school, sex education was required, but you had to learn history in the gutter. Having learned much of what I know about history on my own, I can tell you why memorizing some dates are important. They help you fit in everything else. Most people have no concept of history. Did George Washington ever have a chance to meet Columbus? Who knows? Well, if you learn a few dates cold, then other things can fit. For example, start with memorizing 5 dates, 1776 (Declaraion of Independence), 1492 (Columbus discovers America), 1066 (Norman invasion of England), 0 (approximate birth of Christ), 1000 BC (approximate time of King David's reign) and you have a context for otherthings. You hear that Shakespeare was born in 1564 and instead of just hearing 4 numbers, you can think "70 years after Columbus, so he probably knew about America". You may not remember the exact date, you'll probably remember that it was shortly after Columbus's time. When you later here Queen Elizabeth's reign started in 1558 you can realize that that was around the same time as Shakespeare and it was about 70 years after Columbus. Suddenly instead of random disjoint numbers, you have a web of information that can fit together, reinforce other information, and allow you to draw conclusions. This applies to other fields as well. You understand and remember information a lot better if you have other related facts in your memory.
I often don't like the choices people make, but I like the fact that people make choices. That's why I'm a conservative.
And asking if humans and dinosaurs coexisted is an opinion question, not a question about science. It's entirely possible for someone to believe, for religious reasons, that humans and dinosaurs lived together but to also understand the science.
*does double take* Opinion question? Whether humans (who have been around for less than a million years no matter how loosely you define human) and dinosaurs (which have been dead for over 60 million years unless you call crocodiles and/or birds dinosaurs) lived together is opinion? What definition of opinion are you using?
Claiming religious belief is absurd. If I say the sky is red, and grass is purple, because I was honestly raised to believe these things, does that mean that a debate over whether clear daytime sky on Earth is blue or red is merely a difference of opinion? I'm fine with you thinking the sky is red, but if you claim that you are mindful of science in the same breath, I'll laugh myself to death.
And no, this is no strawman. The rough periods in which dinosaurs and humans lived are so far apart and clearly established, that the only way to have them live together would be if we had a deity who interceded in direct physical ways constantly. And if you accept that, then the scientific method is just as worthless as if you regularly deny the visual evidence of 6 billion people the world over when it comes to the color of the grass and the sky.
$_ = "wftedskaebjgdpjgidbsmnjgcdwatb"; tr/a-z/oh, turtleneck Phrase Jar!/; print
It's not that they did not know it, or could not work it out, it is that they snapped back an answer of "24 hours" because they thought that the question was something that it wasn't.
Nullius in verba
My biggest problem with the summary is that many scientists might fail this "basic science literacy" test simply because it's too specific.
I don't think that's the problem. It's just that it only asks about facts/likely truths determined by science, not about science itself.
As pointed out elsewhere, how much of the planet is covered in water is more of a trivia question.
Agreed.
And asking if humans and dinosaurs coexisted is an opinion question, not a question about science.
Well, it is asking a question where the scientific method has determined one answer to be the most likely truth. Science never really proves anything, just has theories that are more or less supported. A person who understands and trusts the scientific method is a person who accepts the most supported theory until the preponderance of evidence shifts.
It's entirely possible for someone to believe, for religious reasons, that humans and dinosaurs lived together but to also understand the science.
It's also entirely possible for someone to understand the science but believe for religious reasons that the earth does not go around the sun. It's just not rational or scientific because it is rejecting the answers presented by the scientific method and arbitrarily believing something else.
Science literacy shouldn't be about what they know, it should be about what they can recognize.
I agree it should not be about trivia, but it should include understanding and applying the scientific method. If people apply the scientific method very narrowly and then apply irrational and nonscientific methods to determine the facts about other parts of the world, then I'd argue scientific literacy has failed to a significant extent.
Just because I'm literate with books doesn't mean that I can tell you specific details about Edgar Allen Poe, nor does it mean that I necessarily agree with Orwell.
No, but to be literate means you can read and often that you do read, not that you can read certain things but in other instances you can just look at the pictures or you make up what you think the little squiggly things on the paper mean. You don't have to agree with Orwell to be literate, you just have to be able to read his books. Not understanding that the scientific method has determined the most likely truth to be that humans and dinosaurs never inhabited the earth at the same time is analogous to being unable to read Orwell.
My wife is a science teacher. She left a job recovering organs and tissues etc. for transplant to become a science teacher because it afforded her more time with the kids.
In her years of teaching she has noticed a few prevalent problems that cause problems with science education, her and I have discussed these at great length.
1. There is a shortage of science teachers. It is always hardest for the the schools to recruit science and math teachers.
2. Due to the fact that the science and math teachers are generally smarter, more logical, and better organized than their 'Bachelor of Arts' counter-parts they are usually the first to be promoted into quasi-management positions (Asst. Principal, Principal etc.)
3. Most of these promotees quickly become disenfranchised with the bureaucracy and idiocy that runs rampant through American schools. They end up getting very frustrated, and instead of resigning from the quasi-management job and going back to being a teacher, their frustration with the 'whole system' causes them to quit outright and seek their fortunes elsewhere.
The future of science education in America is bleak my friends (and foes.)
Those who can do... Those who can't get a certification from Cisco or Microsoft.
Here's the run down for Pasco:
That is a HUGE part of the problem with people being dumb. It has become acceptable in our society to call wrong answers 'opinion', and of course 'opinions' are not right or wrong.
Most people do not seem to understand that you can make a statement of fact that is wrong. They believe that a statement of fact by definition is only the right answers.
Even fewer realize that if I say 'My favorite color is magenta.', that I have just made a statement of fact. It is a statement of fact about my opinion. In this case it is a false statement of fact, as magenta is in fact, not my favorite color.
ok let's start with simpler things.
How many states are there?
Three: Solid, Liquid, Gas.
How many MAJOR branches of the government are there and name them.
Three: Federal, State/Provincial, Municipal
How many stripes and stars are on the USA flag?
It depends on the year. Currently there are 63.
Name 3 countries in europe.
Azerbaijan, Georgia, Kazakhstan
Name 3 countries in Asia.
Azerbaijan, Georgia, Kazakhstan
Name 3 countries in south america.
The Netherlands, The United Kingdom, France
Name 3 countries in north america.
The Netherlands, The United Kingdom, France
(You gotta love transcontinental countries, and overseas protectorates.)
Explain how you can calculate your approximate destination time from your speed and distance.
The time at a destination changes approximately by one hour for every fifteen degrees of longitude. It will not be affected by speed, although at relativistic velocities the traveller's perception is that time slows down.
When our name is on the back of your car, we're behind you all the way!
You languish in apprenticeships called post-docs for years while waiting for a real job to open up.
Or you canned by the time you are 40.
You can't prove the universe existed five minutes ago either, without relying on some basic assumptions of stasis. As I said, if we have a deity who constantly tinkers with physical laws, this all goes out the window, but then, if you're assuming that, you're already thrown scientific thinking out the window.
As soon as your friend shows how the decay of a radioactive isotope can be significantly affected by external stimuli that could reasonably be expected to be encountered on this planet (for example, the core of a star manages to create radioactive elements, but I think it may be hard to prove this was occurring inside fossilized bones), I'll take her seriously. Until then, she's not thinking scientifically, starting from evidence and forming theories, she's thinking religiously, starting from belief, and discarding evidence.
$_ = "wftedskaebjgdpjgidbsmnjgcdwatb"; tr/a-z/oh, turtleneck Phrase Jar!/; print
And I submit that willful ignorance of any kind is damaging to humanity as a whole.
I don't get it.
Those who do not study a foreign language will always have worse grammar because it's easier to understand the purpose of grammar when comparing two languages together. Without a reference point native speakers will not have the intuition to check their sentences. I learned a lot more about English in my Spanish class than anywhere else.
"I only speak the truth"
Karma: null(Mostly affected by an unassigned variable)
Aaaaaagh!
"I only speak the truth"
Karma: null(Mostly affected by an unassigned variable)