1 . Some time ago, in my class I was about to fail a student for his answer to a physics question when the student claimed he deserved a better score. The examination question sounded “safe”.
“Show how it is possible to determine the height of a tall building with the aid of a barometer（压表）.” The student had answered: “Take the 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 argued that a high grade should prove his competence in physics, but the answer did not confirm this. I suggested that the student have another try. Immediately, he worked out his answer: A second best way is to take the barometer to the top of the building. Drop the barometer, timing its fall with a stopwatch. Then, using the formula to calculate the height of the building.
I was shocked by his answer. His method gave me not only a broken barometer but a U-turn in my teaching philosophy. I gave him full marks.
On his leaving my office, I recalled that he suggested there could be a better answer. So I asked him what it was. “Oh, yes,” said the student, “There are many ways. Probably the best,” he said, “is to take the barometer to the basement and ask the superintendent （楼管）. 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 it to you.
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 instructors’ trying to teach him how to think, and to use the so-called “scientific method”. He just wanted to solve the problem in a practical manner, not just answer the question in an expected way. Hearing this, I really had nothing to do but give the boy a firm handshake, feeling thankful that I hadn’t failed him in the first place and even more thankful, neither had he.
1. Why did the author want to fail the student in the first place?| A．The student challenged his authority. |
| B．The student’s answer was not practical. |
| C．The student didn’t show his academic ability. |
| D．The student had a poor performance in physics class. |
| A．Without love, there is no education. |
| B．A man becomes learned by asking questions. |
| C．Teaching is to make two ideas grow where only one grew before. |
| D．You can lead your horse to the river, but you can’t make it drink. |
| A．Lack of physics-related knowledge. |
| B．Ignorance of the teacher’s expectation. |
| C．Intention to deeply impress his teacher. |
| D．Disapproval of existing teaching concepts. |
| A．The superintendent was a greedy person. |
| B．School education restricted this student’s thinking. |
| C．The teacher appreciated the student’s answers finally. |
| D．The examination question is a lough physics problem. |
