Post by c64 on Jan 3, 2014 20:26:50 GMT
Here's one version of the story you can find on the internet:
There must be a lot more ways to do it than suggested in this story.
I'd say, "use the barometer as a paperweight while studying the blueprints of the building!"
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| |
| Angels on a Pin |
| |
| A Modern Parable |
| |
| by Alexander Calandra |
| |
| Saturday Review, Dec 21, 1968. |
| |
| Some time ago I received a call from a |
| colleague who asked if I would be the |
| referee on the grading of an |
| examination question. He was about to |
| give a student a zero for his answer to |
| a physics question, while the student |
| claimed he should receive a perfect |
| score and would if the system were not |
| set up against the student: The |
| instructor and the student agreed to |
| submit this to an impartial arbiter, |
| and I was selected. |
| |
| I went to my colleague's office and |
| 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 a |
| barometer to the top of the building, |
| attach a long rope to it, lower the |
| barometer 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." |
| |
| I pointed out that 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 was given, it could well |
| contribute to a high grade for the |
| student in his physics course. A high |
| grade is supposed to certify competence |
| in physics, but the answer did not |
| confirm this. I suggested that the |
| student have another try at answering |
| the question I was not surprised that |
| my colleague agreed, but I was |
| surprised that the student did. |
| |
| 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 no. 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 that barometer, timing its |
| fall with a stopwatch. Then using the |
| formula s = 1/2 * g * t², calculate |
| the height of the building. |
| |
| At this point I asked my colleague if |
| he would give up. He conceded, and I |
| gave the student almost full credit. |
| |
| In leaving my colleague's office, I |
| recalled that the student had said he |
| had many other answers to the problem, |
| so I asked him what they were. "Oh |
| yes," said the student. "There are a |
| great many ways of getting the height |
| of a tall building with a barometer. |
| For example, you could take the |
| barometer out on a sunny day and |
| measure the height of the barometer and |
| the length of its shadow, and the |
| length of the shadow of the building |
| and by the use of a simple proportion, |
| determine the height of the building." |
| |
| "Fine," I asked. "And the others?" |
| |
| "Yes," said the student. "There is a |
| very basic measurement method that 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 wa]l. 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 of the two values of `g' the |
| height of the building can be |
| calculated." |
| |
| 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 I have a fine |
| barometer. If you tell me the height of |
| this building, I will give you this |
| barometer." |
| |
| At this point I asked the student if he |
| really did know the conventional answer |
| to this question. He admitted that he |
| did, said that he was fed up with high |
| school and college instructors trying |
| to teach him how to think, using the |
| "scientific method," and to explore the |
| deep inner logic of the subject in a |
| pedantic way, as is often done in the |
| new mathematics, rather than teaching |
| him the structure of the subject. With |
| this in mind, he decided to revive |
| scholasticism as an academic lark to |
| challenge the Sputnik-panicked |
| classrooms of America. |
| |
| The article is by Alexander Calandra |
| and appeared first in "The Saturday |
| Review" (December 21, 1968, p 60). It |
| is also in the collection "More Random |
| Walks in Science" by R.L.Weber, The |
| Institute of Physics, 1982. |
| |
| Calandra was born in 1911, started at |
| Washington University (St. Louis) in |
| 1950 as Associate Prof. of Physics. |
| B.S. from Brooklin College and Ph.D. in |
| statistics from New York Univ. |
| Consultant, tv teacher and has been AIP |
\ regional counselor for Missouri. /
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There must be a lot more ways to do it than suggested in this story.
I'd say, "use the barometer as a paperweight while studying the blueprints of the building!"