A couple of weeks ago in the New York Times, David Ewing Duncan wrote an article, “How Science Can Build a Better You,” describing a brain-machine interface called Braingate that supposedly uses a tiny bed of "electrons" to read out brain activity. Scientists recently described this device’s ability to decode neural signals to control a prosthetic arm; this and other devices promise to restore mobility in paralyzed or tetraplegic patients. However, the Braingate device actually used an array of electrodes rather than electrons. An electron is a subatomic particle that carries negative charge; the flow of electrons is the basis of electrical stimulation. Electrodes, on the other hand, are wires that measure changes in electrical potential.

While the spelling difference is trivial, the semantic error is significant. Writing about science is a challenge for those who have no training in science, as is copy-editing; the complexity of science should require journalists to reach a level of expertise in their field before bringing their reports to the world. On the opposing side, American readers should have the basic education in science to know the difference between electrodes and electrons, and should not be at risk of being branded as nerds for pointing out such mistakes. Investment in early childhood education is critical for basic science knowledge, and the upcoming presidential election will determine if Americans choose “electrodes” over “electrons”.