Articles Tagged with learning

It’s about time

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Not about saving daylight

watchWe’ve just gone through the annual ritual of Falling Back, shifting our clocks by an hour to conform to Standard Time. It’s the regular opportunity for scientists to point out, with either smugness or exasperation, that all summer we haven’t really been Saving Daylight; that there is exactly the same amount of daylight regardless of what our clocks read. Sometimes they wander off into explanations of Local Solar Time, Standard Time Zones and, if not quickly stopped, bring up atomic clocks.

Here we will avoid that sort of thing. In the interests of understanding other people, or at least building character, we’ll look at time from the standpoint of non-scientists. It’s not the same time as we understand, and translation is in order.

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In the eye’s mind

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What you see depends on what you’re looking for

catalog1Our photographic consultant is fond of pointing out to us, with the help of books and magazines, the different styles of great photographers. Clearly part of the variation in the final image is in the subjects they choose: Ansel Adams is famous for mountains and landscapes of the Southwest, quite a different thing from a New York City street photographer catching an instant among people. “But,” he says, “put in exactly the same place, facing exactly the same subject, they’d still come up with different pictures. They just see differently.” Which is true, and much more widely applicable than he meant. Even the same person looking at the same scene can see something entirely different at a different time.  A simple exercise can show this.

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“I was, like, you know. . .”

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A different kind of communication

Our astronomer has often found himself traveling on public transport and occasionally eating alone at crowded restaurants. This means he has overheard many a conversation, unintentionally to be sure (he lacks the gossip gene, or alternatively the instincts of the spy). Many of them have been very irritating to him, and at least he sat down to work out why.

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What were the odds against that?

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Concidence, probability and asking the right question

Our chief consultant writes:

diceWe’ve all had it happen: some unexpected, unusual occurrence, and someone asks: “What were the odds against that happening?” As an exclamation, an alternative to the pedestrian, “That’s unusual,” this is fine. Language should have flexibility and the freedom of metaphor. This becomes a problem, however, when the unusual event is taken to imply unknown laws of physics or perhaps sinister forces at work.

Actually working out probabilities in any but the simplest cases can be pretty tedious, and we’re not about to get into that here. But it’s easy to make basic mistakes in setting up this kind of question (respected scientists have done so); we present two rules to help keep you out of trouble, even if you’re not going to punch any numbers into your computer.

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How do you set out to learn something?

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Taking charge of your own education

rolls of filmThis week our photography consultant had the opportunity to watch as two young people developed their first rolls of film. Of course he enjoyed their excitement at actually using this unfamiliar old technology, and was reminded that his own first roll was a long time ago. (It’s still available in the archives, but is—understandably—not brought out for printing very often.) More important, though, are his observations on learning things, which is not the same as being taught.

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