Sir Ernest Rutherford, President of the Royal Academy, and recipient of the Nobel Prize in Physics, related the following story:
“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 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 and 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 hadn’t 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 his 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 [gravity] 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 tack, 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, “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 name of the student was…
Neils Bohr
The Nobel Prize winner in Physics 1922
November 24, 2009
November 03, 2009
An excellent discussion of whether there exists god or not!!!!!!
Hi friends this is a very interesting happening in one of the great personalities of india. You Must Read It An atheist professor of philosophy speaks to his class on the problem science has with God, The Almighty. He asks one of his new students to stand and..... Prof: So you believe in God? Student: Absolutely, sir. Prof : Is God good? Student: Sure. Prof: Is God all-powerful? Student: Yes.. Prof: My brother died of cancer even though he prayed to God to heal him. Most of us would attempt to help others who are ill. But God didn't. How is this God good then? Hmm? (Student is silent.) Prof: You can't answer, can you? Let's start again, young fella. Is God good? Student: Yes. Prof: Is Satan good? Student: No. Prof: Where does Satan come from? Student: From....God. .. Prof: That's right. Tell me son, is there evil in this world? Student: Yes. Prof: Evil is everywhere, isn't it? And God did make everything. Correct? Student: Yes. Prof: So who created evil? (Student does not answer.) Prof: Is there sickness? Immorality? Hatred? Ugliness? All these terrible things exist in the world, don't they? Student: Yes, sir. Prof: So, who created them? (Student has no answer.) Prof: Science says you have 5 senses you use to identify and observe the world around you. Tell me, son...Have you ever seen God? Student: No, sir. Prof: Tell us if you have ever heard your God? Student: No, sir. Prof: Have you ever felt your God, tasted your God, smelt your God? Have you ever had any sensory perception of God for that matter? Student: No, sir. I'm afraid I haven't.. Prof: Yet you still believe in Him? Student: Yes. Prof: According to empirical, testable, demonstrable protocol, science says your GOD doesn't exist. What do you say to that, son? Student: Nothing. I only have my faith. Prof: Yes. Faith. And that is the problem science has. Student: Professor, is there such a thing as heat? Prof: Yes. Student: And is there such a thing as cold? Prof: Yes. Student: No sir. There isn't. (The lecture theatre becomes very quiet with this turn of events.) Student: Sir, you can have lots of heat, even more heat, superheat, mega heat, white heat, a little heat or no heat.. But we don't have anything called cold. We can hit 458 degrees below zero which is no heat, but we can't go any further after that. There is no such thing as cold . Cold is only a word we use to describe the absence of heat.We cannot measure cold. Heat is energy . Cold is not the opposite of heat, sir, just the absence of it . (There is pin-drop silence in the lecture theatre.) Student: What about darkness, Professor? Is there such a thing as darkness? Prof: Yes. What is night if there isn't darkness? Student : You're wrong again, sir. Darkness is the absence of something. You can have low light, normal light, bright light, flashing light....But if you have no light constantly, you have nothing and it's called darkness, isn't it? In reality, darkness isn't. If it were you would be able to make darkness darker, wouldn't you? Prof: So what is the point you are making, young man? Student: Sir, my point is your philosophical premise is flawed.. Prof: Flawed? Can you explain how? Student: Sir, you are working on the premise of duality. You argue there is life and then there is death, a good God and a bad God. You are viewing the concept of God as something finite, something we can measure. Sir, science can't even explain a thought.. It uses electricity and magnetism, but has never seen, much less fully understood either one.To view death as the opposite of life is to be ignorant of the fact that death cannot exist as a substantive thing. Death is not the opposite of life: just the absence of it. Now tell me, Professor.Do you teach your students that they evolved from a monkey? Prof: If you are referring to the natural evolutionary process, yes, of course, I do. Student: Have you ever observed evolution with your own eyes, sir? (The Professor shakes his head with a smile, beginning to realize where the argument is going.) Student: Since no one has ever observed the process of evolution at work and cannot even prove that this process is an on-going endeavor, are you not teaching your opinion, sir? Are you not a scientist but a preacher? (The class is in uproar.) Student: Is there anyone in the class who has ever seen the Professor's brain? (The class breaks out into laughter.) Student : Is there anyone here who has ever heard the Professor's brain, felt it, touched or smelt it? No one appears to have done so. So, according to the established rules of empirical, stable, demonstrable protocol, science says that you have no brain,sir. With all due respect, sir, how do we then trust your lectures, sir? (The room is silent. The professor stares at the student, his face unfathomable. ) Prof: I guess you'll have to take them on faith, son. Student: That is it sir... The link between man & god is FAITH . That is all that keeps things moving & alive. Student was none other than......... . ... .. APJ Abdul Kalam, the former president of India . | |
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