Electron band structure in germanium, my ass (2001)

One of my Core Memories when it comes to science, science education, and education in general was in my high school physics class, where we had to do an experiment to determine the gravitational acceleration of Earth. This was done via the following mechanism: Roll a ball off of a standard classroom table. Use a 1990s wristwatch's stopwatch mechanism to start the clock when the ball rolls of the table. Stop the stopwatch when the ball hits the floor.

Anyone who has ever had a wristwatch of similar tech should know how hard it is to get anything like precision out of those things. It's a millimeter sized button with a millimeter depth of press and could easily need half a second of jabbing at it to get it to trigger. It's for measuring your mile times in minutes, not fractions of a second fall times.

Naturally, our data was total, utter crap. Any sensible analysis would have error bars that, if you treat the problem linearly, would have put 0 and negative numbers within our error bars. I dutifully crunched the numbers and determined that the gravitational constant was something like 6.8m/s^2 and turned it in.

Naturally, I got a failing grade, because that's not particularly close, and no matter how many times you are solemnly assured otherwise, you are never graded on whether you did your best and honestly report what you observe. From grade school on, you are graded on whether or not the grading authority likes the results you got. You might hope that there comes some point in your career where that stops being the case, but as near as I can tell, it literally never does. Right on up to professorships, this is how science really works.

The lesson is taught early and often. It often sort of baffles me when other people are baffled at how often this happens in science, because it more-or-less always happens. Science proceeds despite this, not because of it.

(But jerf, my teacher... Yes, you had a wonderful teacher who didn't only give you an A for the equivalent but called you out in class for your honesty and I dunno, flunked everyone who claimed they got the supposed "correct" answer to three significant digits because that was impossible. There are a few shining lights in the field and I would never dream of denying that. Now tell me how that idealism worked for you going forward the next several years.)

My physics professor told us once about a lab he had to do when he was a student himself, about measuring the adiabatic gas constant of air. The workload at that point was immense, so lots of students would just write a report and give the textbook answer—and be marked wrong.

It turned out the TA had sabotaged the experiment by putting alcohol in the bottom of the (dark glass) measurement bottle, so the measurement would be of the constant of “air with a fair amount of alcohol vapor in it”, which would give a different constant. And if you actually did the exercise, you'd get that “wrong” number, and that would be the only way to get the lab approved.

That would be a very valuable lab, IF students hadn't been explicitly trained in opposite behaviour for a decade by then.

I lived a very similar experience:

My 4th year computer science professor in software engineering assigned us a four-phase programming assignment for the semester.

My teammate and I spent several sleepless days on the first assignment, and felt some of the requirements were contradictory. Finally we reached out to the professor, and he formally clarified the requirements. We asked him, "well OK, if requirements are unclear, what are we as students supposed to DO?!?" and he answered - exactly what you did; ask the user/client for clarification. "OK, but what if we hadn't, what if we just made assumptions and built on those??". And his eyes twinkled in a gentle smile.

My team mate and I had worked in the industry as summer students at this point, and felt this was the best most realistic course university has offered - not the least because after every phase, you had to switch code with a different team and complete next phase on somebody else's (shoddy, broken, undocumented) code. This course was EXACTLY what "real world" was like - but rest of the class was trained on "Assignment 1, question 1, subquestion A", and wrote a letter of complaint to the Dean.

I understood their perspective, but boy, were they in for a surprise when they joined the workforce :)