Have you ever wondered if your mind is normal or different?? Well, do this little mind exercise and find out at the end!! Free will or synaptic wiring? You be the judge. Check out the following exercise, guaranteed to raise an eyebrow. There’s no trick or surprise. Just follow these instructions, and answer the questions one at a time and as quickly as you can. Again, as quickly as you can but don’t advance until you’ve done each of them…really. Now, scroll down (but not too fast, you might miss something)……..
What is:
1+5
2+4
3+3
4+2
5+1
Now repeat saying the number 6 to yourself as fast as you can for 15 seconds.
Then scroll down.
Then arrow down.
Keep going.
you’re thinking of carrot, right?
If not, you’re among the 2% of the population whose minds are different enough to think of something else.
98% of people will answer with carrot when given this exercise.
Freaky, huh?
Keep this message going.
Nov 8, 2006
Think Different
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 to 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 had not 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, determines 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 t, 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.
The student was Neils Bohr (quantum theory & physics & mechanics, hydrogen atom guru etc) and the arbiter Rutherford.
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 to 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 had not 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, determines 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 t, 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.
The student was Neils Bohr (quantum theory & physics & mechanics, hydrogen atom guru etc) and the arbiter Rutherford.
Paradigm Shift
Imagine you're in London's Heathrow Airport (it can be any other place too). While you're waiting for your flight, you notice a kiosk selling shortbread cookies. You buy a box, put them in your travelling bag and then you patiently search for an available seat so you can sit down and enjoy your cookies. Finally you find a seat next to a gentleman. You reach down into your travelling bag and pull out your box of shortbread cookies. As you do so, you notice that the gentleman starts watching you intensely.
He stares as you open the box and his eyes follow your hand as you pick up the cookie and bring it to your mouth. Just then he reaches over and takes one of your cookies from the box, and eats it! You're more than a little surprised at this. Actually, you're at a loss for words. Not only does he take one cookie, but he alternates with you. For every one cookie you take, he takes one. Now, what's your immediate impression of this guy? Crazy? Greedy? He's got some nerve! Can you imagine the words you might use to describe this man to your associates back at the office?
Meanwhile, you both continue eating the cookies until there's just one left. To your surprise, the man reaches over and takes it. But then he does something unexpected. He breaks it in half, and gives half to you. After he's finished with his half he gets up, and without a word, he leaves.
You think to yourself, "Did this really happen?" You're left sitting there dumbfounded and still hungry. So you go back to the kiosk and buy another box of cookies. You then return to your seat and begin opening your new box of cookies when suddenly you glance down into your travelling bag. Sitting there in your bag is your original box of cookies.........still unopened.
Only then do you realize that when you reached down earlier, you had reached into the other man's bag, and grabbed his box of cookies by mistake. Now what do you think of the man? Generous? Tolerant? You've just experienced a profound paradigm shift. You're seeing things from a new point of view. Is it time to change your point of view? Now, think of this story as it relates to your life. Seeing things from a new point of view can be very enlightening. Think outside the box. Don't settle for the status quo. Be open to suggestions. Things may not be what they seem. Unless and until, one realizes about the fact, no one will change his or her view of thinking in spite of lot of external factors.
Every Point has THREE Sides; Your Side, My Side and The Right Side. To understand either the Other's Side or the Right Side, one needs to leave His Side..........
He stares as you open the box and his eyes follow your hand as you pick up the cookie and bring it to your mouth. Just then he reaches over and takes one of your cookies from the box, and eats it! You're more than a little surprised at this. Actually, you're at a loss for words. Not only does he take one cookie, but he alternates with you. For every one cookie you take, he takes one. Now, what's your immediate impression of this guy? Crazy? Greedy? He's got some nerve! Can you imagine the words you might use to describe this man to your associates back at the office?
Meanwhile, you both continue eating the cookies until there's just one left. To your surprise, the man reaches over and takes it. But then he does something unexpected. He breaks it in half, and gives half to you. After he's finished with his half he gets up, and without a word, he leaves.
You think to yourself, "Did this really happen?" You're left sitting there dumbfounded and still hungry. So you go back to the kiosk and buy another box of cookies. You then return to your seat and begin opening your new box of cookies when suddenly you glance down into your travelling bag. Sitting there in your bag is your original box of cookies.........still unopened.
Only then do you realize that when you reached down earlier, you had reached into the other man's bag, and grabbed his box of cookies by mistake. Now what do you think of the man? Generous? Tolerant? You've just experienced a profound paradigm shift. You're seeing things from a new point of view. Is it time to change your point of view? Now, think of this story as it relates to your life. Seeing things from a new point of view can be very enlightening. Think outside the box. Don't settle for the status quo. Be open to suggestions. Things may not be what they seem. Unless and until, one realizes about the fact, no one will change his or her view of thinking in spite of lot of external factors.
Every Point has THREE Sides; Your Side, My Side and The Right Side. To understand either the Other's Side or the Right Side, one needs to leave His Side..........