M y brother—the editor of this magazine—and I have spent more than one long afternoon challenging each other to estimate various things, such as the number of bacteria on Earth. The only requirement for this "game" is that the challenger must have an idea of the answer based on some reference source, which presumably is based on the estimates of someone more knowledgeable than either of us. Out of this game arose the idea that someone, maybe us, should write a book on estimating as a kind of useful art. Like most ideas for projects, we never got around to it, but happily, someone else did. That book is Guesstimation —Solving the World's Problems on the Back of a Cocktail Napkin, by Lawrence Weinstein and John A. Adams, both of Old Do-minion University. In teaching a course on semiconductor materials, I usu-ally start off the semester by asking the students to compare the number of grains of sand on all the beaches on Earth to the number of atoms in a single grain of sand. To do this, several assumptions must be made. For example, we might ask what constitutes a beach? How much land mass should we account for? Do we include lakes? How can we know the precise length of the land or ocean interfaces on all of the continents, and, if we could, how much of that is beaches? How deep do we go down into the beach, and how far inland does the beach extend? How large is a grain of sand? What are the atomic size scales in a hy-pothetical grain of sand? To get started, I somewhat arbitrarily choose a "beach" to be 1-m deep and 20-m wide. Also, I roughly suppose that North and South America combined have 50,000 km of beaches, and I multiply that by five to account for the rest of the world. I keep my estimates to multiples of 1, 2, 5, and 10 to make the mental math easier. Decimal points and the numbers 3, 4, 6, 7, 8, and 9 are forbidden, although I keep track of exponents, which can be any integer. I also imagine, without experimentation, that a grain of sand is about half of a millimeter wide, is cubical, and, as a rough guess for a generalized mineral, has atoms at about 2-angstrom centers. Taking all of this estimation into ac-count, I obtain the value of about 10 19 for both the grains of sand on the beaches and atoms in a grain of sand. Of course, alternative assumptions lead to different results, but for my purposes this set of assumptions, or any similar set, is suf-ficient to show that atoms are quite small. This example also helps make the point that semiconductor devices on the nanoscale are impressively small. Through this estima-tion, I hope that the students gain some appreciation for the scales in which they will be working for the semester. This pastime also helps to put numbers in perspective in other ways. For example, it is variously estimated that the number of subatomic particles in the universe is about 10 80 , which can be arrived at by knowing a few basic cosmological facts, including the estimated size of the universe, the num-ber of particles floating around in deep space, the number of stars in a galaxy, and the number of galaxies in the universe. It turns out that either using the material between the stars or using the stars themselves for this estimate gives about the same answer, but a factor of two or so does not change the answer in a meaningful way. The important lesson here is to gain a sense of large numbers as the exponent increases gradually and to note that small changes to exponents make a big difference to the answer. Students without a good feel for the effect of exponents typically guess that the number of grains of sand on the Earth's beaches is 10 100 or 10 1000 . These guesses point out a lack of feel for large numbers, which play an important role in a basic semiconductors class.