{"id":663,"date":"2012-09-21T17:07:15","date_gmt":"2012-09-21T22:07:15","guid":{"rendered":"http:\/\/www.pambhm.net\/blog\/?p=663"},"modified":"2012-09-21T17:07:15","modified_gmt":"2012-09-21T22:07:15","slug":"humor-creative-problem-solving","status":"publish","type":"post","link":"http:\/\/www.pambhm.net\/blog\/2012\/09\/21\/humor-creative-problem-solving\/","title":{"rendered":"HUMOR: Creative Problem-solving"},"content":{"rendered":"
[From: Creative Problem Solving<\/a>]<\/em><\/address>\n

There are SEVERAL ways to solve a problem. For example,
\nconsider the following from “The Teaching of Elementary
\nScience and Mathematics” by Alexander Calandra:<\/p>\n

The process of creativity is a mysterious and interesting
\none. It is brilliantly described in the following story. A
\nstudent refused to parrot back what he had been taught in
\nclass. When the student protested, I was asked to act as
\narbiter between the student and his professor.<\/p>\n

I went to my colleague’s office and read the examination
\nquestion: ‘Show how it is possible to determine the height
\nof a tall building with the aid of a barometer.’<\/p>\n

The student had answered: ‘Take the barometer to the top of
\nthe building, attach a long rope to it, lower the barometer
\nto the street and then bring it up, measuring the length of
\nthe rope. The length of the rope is the height of the
\nbuilding.’<\/p>\n

A high grade is supposed to certify competence in physics,
\nbut the answer did not confirm this. I suggested that the
\nstudent have another try at answering the question. I gave
\nthe student six minutes, with the warning that his answer
\nshould show some knowledge of physics. In the next minute he
\ndashed off his answer, which read: ‘Take the barometer to
\nthe top of the building and lean over the edge of the roof.
\nDrop the barometer, timing its fall with a stopwatch. Then,
\nusing the formula S = {frac 1\/2}a{sp 8}t(2), calculate the
\nheight of the building.’<\/p>\n

At this point, I asked my colleague if he would give up. He
\nconceded, and I gave the student almost full credit.<\/p>\n

In leaving my colleague’s office, I recalled that the
\nstudent had said he had other answers to the problem, so I
\nasked him what they were.<\/p>\n

‘Oh, yes. There are many ways of getting the height of a
\ntall building with the aid of a barometer. For example, you
\ncould take the barometer out on a sunny day and measure the
\nheight of the barometer, the length of its shadow, and the
\nlength of the shadow of the building, and by the use of a
\nsimple proportion, determine the height of the building.’<\/p>\n

Fine, I said. And the others?<\/p>\n

‘Yes. Take the barometer and begin to walk up the stairs. As
\nyou climb the stairs, you mark off the length of the
\nbarometer along the wall. You then count the number of
\nmarks, and this will give you the height of the building in
\nbarometer units. A very direct method.’<\/p>\n

‘Finally, there are many other ways of solving the problem.
\nProbably not the best is to take the barometer to the
\nbasement and knock on the superintendent’s door. When the
\nsuperintendent answers, you speak to him as follows: “Mr.
\nSuperintendent, here I have a fine barometer. If you will
\ntell me the height of this building, I will give you this
\nbarometer”.’<\/p>\n","protected":false},"excerpt":{"rendered":"

[From: Creative Problem Solving] There are SEVERAL ways to solve a problem. For example, consider the following from “The Teaching of Elementary Science and Mathematics” by Alexander Calandra: The process of creativity is a mysterious and interesting one. It is brilliantly described in the following story. A student refused to parrot back what he had … <\/p>\n

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