The Skittle Stability Effect
(The science teachers hate the labs the course makes us do, so they are often modified into something completely different; then the teachers need to explain what to do. We’re doing a modified science lab via an online conference involving Skittles and M&Ms, and are trying to calculate the results.)
Teacher: “What’s the average diversity index for the M&Ms? Add them all up and divide by three.”
Class: *does the math* “0.85.”
Teacher: “All right, what’s the average diversity index for the Skittles?”
(I do the math and frown at the results.)
Student #1: “0.85.”
Student #2: “Um, 0.85…”
Me: “0.85?”
(Everyone else reports that they indeed got 0.85.)
Teacher: “Really? It’s the same? I’ve done this lab for ten years and it’s never been the same.”
Me: “We just made history!”
Student #3: “Mark this day down on your calendars. The day we got two results to be the same in a science lab.”
Question of the Week
Have you ever served a bad customer who got what they deserved?