Saya teruskan. Pernah saya memperoleh versi serupa sekian tahun yl. Salam, A Rusli 25 Mei 1999 >---------- Forwarded message ---------- >Date: Thu, 26 Nov 1998 11:44:48 +0800 >From: [EMAIL PROTECTED] >Reply-To: [EMAIL PROTECTED] >To: [EMAIL PROTECTED] >Subject: [FISIKA] (Joke) Barometer : Something very logical > >FISIKA: INDONESIAN FORUM FOR PHYSICS AND PHYSICS MANAGEMENT > >Hi netters, just for stress relief... > >---------------------- Forwarded by SANJEEV Jindal/Engr/CSM/ST Group on >11/25/98 05:38 PM --------------------------- >>Something pretty academic...For those who have thrown away their >>physics.... too bad. >>> >>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 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 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." >> >>I pointed out that the student really had a strong case for full credit >>since he had really 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. 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 when 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 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. In 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. > > > >========================================================================== >ARSIP (SEMENTARA) - http://www.eGroups.com/list/fisika_indonesia >Bantulah kemajuan fisika Indonesia, dengan mengajak kolega anda bergabung. >Untuk bergabung,mail ke [EMAIL PROTECTED] dengan body: subscribe fisika. >Untuk pengarsipan, anggota dimohon mengirim data alamat kerja/studi dan >bidang minat atau topik riset ke: [EMAIL PROTECTED] Terima kasih. >========================================================================== > >
