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One of the "calculator challenges" is that students often don't know
how to use the calculator (or spreadsheet) efficiently. Writing down
intermediate answers, and then re-keying them for the next step of
the calculation will inevitably propagate truncation errors through
the operation.
I encourage students to use calculator memory to store intermediate
results for retrieval in subsequent stages.
I do, however, fall into the school of asking that students round the
final result appropriately,
with the understanding that those digits
in the answer which are to the right of the uncertainty are
effectively noise.