Hi,
Some time ago, I received a call from a colleague. He was about to give a student a zero for his answer to a physics question, while the student claimed a perfect score. The instructor and the student agreed to an impartial arbiter, and I was selected.
I read the examination question:
"SHOW HOW IT IS POSSIBLE TO DETERMINE THE HEIGHT OF A TALL BUILDING WITH THE AID OF A BAROMETER."
The student had answered, "Take the barometer to the top of the building, attach a long rope to it, lower it to the street, and then bring it up, measuring the length of the rope. The length of the rope is the height of the building."
The student really had a strong case for full credit since he had answered the question completely and correctly! On the other hand, if full credit were given, it could well contribute to a high grade in his physics course and to certify competence in physics, but the answer did not confirm this.
I suggested that the student have another try. I gave the student six minutes to answer the question with the warning that the answer should show some knowledge of physics. At the end of five minutes, he had not written anything. I asked if he wished to give up, but he said he had many answers to this problem; he was just thinking of the best one. I excused myself for interrupting him and asked him to please go on.
In the next minute, he dashed off his answer, which read:
"Take the barometer to the top of the building and lean over the edge of the roof. Drop the barometer, timing its fall with a stopwatch. Then, using the formula x=0.5*a*t^^2, calculate the height of the building."
At this point, I asked my colleague if he would give up. He conceded and gave the student almost full credit.
While leaving my colleague's office, I recalled that the student had said that he had other answers to the problem, so I asked him what they were.
"Well," said the student, "there are many ways of getting the height of a tall building with the aid of a barometer. For example, you could take the barometer out on a sunny day and measure the height of the barometer, the length of its shadow, and the length of the shadow of the building, and by the use of simple proportion, determine the height of the building."
"Fine," I said, "and others?"
"Yes," said the student, "there is a very basic measurement method you will like. In this method, you take the barometer and begin to walk up the stairs. As you climb the stairs, you mark off the length of the barometer along the wall. You then count the number of marks, and this will give you the height of the building in barometer units."
"A very direct method."
"Of course. If you want a more sophisticated method, you can tie the barometer to the end of a string, swing it as a pendulum, and determine the value of g at the street level and at the top of the building. From the difference between the two values of g, the height of the building, in principle, can be calculated."
"On this same tact, you could take the barometer to the top of the building, attach a long rope to it, lower it to just above the street, and then swing it as a pendulum. You could then calculate the height of the building by the period of the precession."
"Finally," he concluded, "there are many other ways of solving the problem. Probably the best," he said, "is to take the barometer to the basement and knock on the superintendent's door. When the superintendent answers, you speak to him as follows:
'Mr. Superintendent, here is a fine barometer. If you will tell me the height of the building, I will give you this barometer.'"
At this point, I asked the student if he really did not know the conventional answer to this question. He admitted that he did but said that he was fed up with high school and college instructors trying to teach him how to think.
The student was Niels Bohr (quantum theory & physics & mechanics, hydrogen atom guru, etc.) and the arbiter Rutherford.
**Source: Internet
Cheers
Subhash.RV
From India, Hyderabad
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6Some time ago, I received a call from a colleague. He was about to give a student a zero for his answer to a physics question, while the student claimed a perfect score. The instructor and the student agreed to an impartial arbiter, and I was selected.
I read the examination question:
"SHOW HOW IT IS POSSIBLE TO DETERMINE THE HEIGHT OF A TALL BUILDING WITH THE AID OF A BAROMETER."
The student had answered, "Take the barometer to the top of the building, attach a long rope to it, lower it to the street, and then bring it up, measuring the length of the rope. The length of the rope is the height of the building."
The student really had a strong case for full credit since he had answered the question completely and correctly! On the other hand, if full credit were given, it could well contribute to a high grade in his physics course and to certify competence in physics, but the answer did not confirm this.
I suggested that the student have another try. I gave the student six minutes to answer the question with the warning that the answer should show some knowledge of physics. At the end of five minutes, he had not written anything. I asked if he wished to give up, but he said he had many answers to this problem; he was just thinking of the best one. I excused myself for interrupting him and asked him to please go on.
In the next minute, he dashed off his answer, which read:
"Take the barometer to the top of the building and lean over the edge of the roof. Drop the barometer, timing its fall with a stopwatch. Then, using the formula x=0.5*a*t^^2, calculate the height of the building."
At this point, I asked my colleague if he would give up. He conceded and gave the student almost full credit.
While leaving my colleague's office, I recalled that the student had said that he had other answers to the problem, so I asked him what they were.
"Well," said the student, "there are many ways of getting the height of a tall building with the aid of a barometer. For example, you could take the barometer out on a sunny day and measure the height of the barometer, the length of its shadow, and the length of the shadow of the building, and by the use of simple proportion, determine the height of the building."
"Fine," I said, "and others?"
"Yes," said the student, "there is a very basic measurement method you will like. In this method, you take the barometer and begin to walk up the stairs. As you climb the stairs, you mark off the length of the barometer along the wall. You then count the number of marks, and this will give you the height of the building in barometer units."
"A very direct method."
"Of course. If you want a more sophisticated method, you can tie the barometer to the end of a string, swing it as a pendulum, and determine the value of g at the street level and at the top of the building. From the difference between the two values of g, the height of the building, in principle, can be calculated."
"On this same tact, you could take the barometer to the top of the building, attach a long rope to it, lower it to just above the street, and then swing it as a pendulum. You could then calculate the height of the building by the period of the precession."
"Finally," he concluded, "there are many other ways of solving the problem. Probably the best," he said, "is to take the barometer to the basement and knock on the superintendent's door. When the superintendent answers, you speak to him as follows:
'Mr. Superintendent, here is a fine barometer. If you will tell me the height of the building, I will give you this barometer.'"
At this point, I asked the student if he really did not know the conventional answer to this question. He admitted that he did but said that he was fed up with high school and college instructors trying to teach him how to think.
The student was Niels Bohr (quantum theory & physics & mechanics, hydrogen atom guru, etc.) and the arbiter Rutherford.
**Source: Internet
Cheers
Subhash.RV
From India, Hyderabad
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Subhash: This has already been posted in General Discussion on Oct 3rd as 'Lateral Thinking...at its best!' It is good that this content is getting the necessary exposure in two different locations.
Sanath
From India, Mumbai
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Sanath
From India, Mumbai
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Namaskar.
I had been to a high school on a project. I was there. So occasionally, students used to come with certain problems. In one such case, it was a problem of mathematics. I solved it. But the answer did not tally with the answer that comes by way of conventional solving. Now, I asked their science teacher to tell me where I am wrong. He could not find anything wrong in my steps.
I do not claim to be different. Thinking differently is the rule rather than the exception. No two creations of God are identical. Even monozygotic twins are not identical.
The only thing to remember is to converge when convergence is appropriate and diverge when divergence is appropriate.
Regards
From India, Delhi
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I had been to a high school on a project. I was there. So occasionally, students used to come with certain problems. In one such case, it was a problem of mathematics. I solved it. But the answer did not tally with the answer that comes by way of conventional solving. Now, I asked their science teacher to tell me where I am wrong. He could not find anything wrong in my steps.
I do not claim to be different. Thinking differently is the rule rather than the exception. No two creations of God are identical. Even monozygotic twins are not identical.
The only thing to remember is to converge when convergence is appropriate and diverge when divergence is appropriate.
Regards
From India, Delhi
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Namaskar.
Lateral thinking appears to be an uncommon jargon whereas "think different" gives an association with Shiv Kheda's book "You Can Win."
So let the discussion go on under this caption.
Regards
From India, Delhi
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Lateral thinking appears to be an uncommon jargon whereas "think different" gives an association with Shiv Kheda's book "You Can Win."
So let the discussion go on under this caption.
Regards
From India, Delhi
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I apologize to all, I don't have a clue that it has already been posted under a different column. Thank you, Sanath, Dips, and Dr. Jogeshwar. Let's continue the discussion on "Thinking Different." Cheers, Subhash.RV.
From India, Hyderabad
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From India, Hyderabad
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