Learning to see what you are looking at...
A carrot, an egg and a cup of coffee...
A young woman went to her mother and told her about her life and how things were so hard for her. She did not know how she was going to make it and wanted to give up. She was tired of fighting and struggling. It seemed as if when one problem was solved, a new one arose.
Her mother took her to the kitchen. She filled three pots with water and placed each on a high fire. Soon the pots came to boil. In the first she placed carrots, in the second she placed eggs, and in the last she placed ground coffee beans.
She let them sit and boil, without saying a word.
In about twenty minutes she turned off the burners. She fished the carrots out and placed them in a bowl. She pulled the eggs out and placed them in a bowl. Then she ladled the coffee out and placed it in a bowl.
Turning to her daughter, she asked, "tell me, what do you see?"
"Carrots, eggs, and coffee," she replied.
Her mother brought her closer and asked her to feel the carrots. She did and noted that they were soft. She then asked the daughter to take an egg and break it. After pulling off the shell, she observed the hard boiled egg. Finally, the mother asked the daughter to sip the coffee.
The daughter smiled as she tasted its rich aroma. She then asked, "What does it mean, mother?"
Her mother explained that each of these objects had faced the same adversity: boiling water.
Each reacted differently. The carrot went in strong, hard, and unrelenting. However, after being subjected to the boiling water, it softened and became weak. The egg had been fragile. It's thin outer shell had protected its liquid interior, but after sitting through the boiling water, its inside became hardened. The ground coffee beans were unique, however.
After they were in the boiling water, they had changed the water.
"Which are you?" she asked her daughter. "When adversity knocks on your door, how do you respond? Are you a carrot, an egg or a coffee bean?"
Think of this: Which am I?
Am I the carrot that seems strong, but with pain and adversity do I wilt and become soft and lose my strength? Am I the egg that starts with a malleable heart, but changes with the heat? Did I have a fluid spirit, but after a death, a breakup, a financial hardship or some other trial, have I become hardened and stiff? Does my shell look the same, but on the inside am I bitter and tough with a stiff spirit and hardened heart?
Or am I like the coffee bean?
The bean actually changes the hot water, the very circumstance that brings the pain. When the water gets hot, it releases the fragrance and flavor
If you are like the bean, when things are at their worst, you get better and change the situation around you.
When the hour is the darkest and trials are their greatest, do you elevate yourself to another level? How do you handle adversity?
Are you a carrot, an egg or a coffee bean?
May you have enough happiness to make you sweet, enough trials to make you strong, enough sorrow to keep you human and enough hope to make you happy.
The happiest of people don't necessarily have the best of everything; they just make the most of everything that comes along their way.
The brightest future will always be based on a forgotten past; you can't go forward in life until you let go of your past failures and heartaches.
A young woman went to her mother and told her about her life and how things were so hard for her. She did not know how she was going to make it and wanted to give up. She was tired of fighting and struggling. It seemed as if when one problem was solved, a new one arose.
Her mother took her to the kitchen. She filled three pots with water and placed each on a high fire. Soon the pots came to boil. In the first she placed carrots, in the second she placed eggs, and in the last she placed ground coffee beans.
She let them sit and boil, without saying a word.
In about twenty minutes she turned off the burners. She fished the carrots out and placed them in a bowl. She pulled the eggs out and placed them in a bowl. Then she ladled the coffee out and placed it in a bowl.
Turning to her daughter, she asked, "tell me, what do you see?"
"Carrots, eggs, and coffee," she replied.
Her mother brought her closer and asked her to feel the carrots. She did and noted that they were soft. She then asked the daughter to take an egg and break it. After pulling off the shell, she observed the hard boiled egg. Finally, the mother asked the daughter to sip the coffee.
The daughter smiled as she tasted its rich aroma. She then asked, "What does it mean, mother?"
Her mother explained that each of these objects had faced the same adversity: boiling water.
Each reacted differently. The carrot went in strong, hard, and unrelenting. However, after being subjected to the boiling water, it softened and became weak. The egg had been fragile. It's thin outer shell had protected its liquid interior, but after sitting through the boiling water, its inside became hardened. The ground coffee beans were unique, however.
After they were in the boiling water, they had changed the water.
"Which are you?" she asked her daughter. "When adversity knocks on your door, how do you respond? Are you a carrot, an egg or a coffee bean?"
Think of this: Which am I?
Am I the carrot that seems strong, but with pain and adversity do I wilt and become soft and lose my strength? Am I the egg that starts with a malleable heart, but changes with the heat? Did I have a fluid spirit, but after a death, a breakup, a financial hardship or some other trial, have I become hardened and stiff? Does my shell look the same, but on the inside am I bitter and tough with a stiff spirit and hardened heart?
Or am I like the coffee bean?
The bean actually changes the hot water, the very circumstance that brings the pain. When the water gets hot, it releases the fragrance and flavor
If you are like the bean, when things are at their worst, you get better and change the situation around you.
When the hour is the darkest and trials are their greatest, do you elevate yourself to another level? How do you handle adversity?
Are you a carrot, an egg or a coffee bean?
May you have enough happiness to make you sweet, enough trials to make you strong, enough sorrow to keep you human and enough hope to make you happy.
The happiest of people don't necessarily have the best of everything; they just make the most of everything that comes along their way.
The brightest future will always be based on a forgotten past; you can't go forward in life until you let go of your past failures and heartaches.
Writing Clear Exam Questions (or the many ways to skin a cat)
Barometers and Analog Design by Alexander Calandra
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." (first skinned cat)
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 d = 0.5at2 calculate the height of the building." (2 skinned cats)
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. "Oh, yes," 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." (3 skinned cats)
"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. (4 skinned cats)
"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." (5 skinned cats)
"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.'" (6 skinned cats)
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, to use 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.
(editor's note: I wonder why he didn't tell the professor that you can measure altitude by changes in barometric pressure? It would be simple to measure the pressure at ground level and then go up to the top for a second measure. The differential should help calculate the building height. Wow! There is more than one way to skin a cat.)
Barometers and Analog Design by Alexander Calandra
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." (first skinned cat)
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 d = 0.5at2 calculate the height of the building." (2 skinned cats)
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. "Oh, yes," 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." (3 skinned cats)
"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. (4 skinned cats)
"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." (5 skinned cats)
"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.'" (6 skinned cats)
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, to use 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.
(editor's note: I wonder why he didn't tell the professor that you can measure altitude by changes in barometric pressure? It would be simple to measure the pressure at ground level and then go up to the top for a second measure. The differential should help calculate the building height. Wow! There is more than one way to skin a cat.)