Re: [Phys-L] triangular induction puzzle

["Prof. Keith S. Taber" <kst24@cam.ac.uk>]

That is certainly a justifiable answer (and I admit the only one I 
readily spotted) but how can we know that was the answer the puzzle 
solver had in mind?

I am sure we can find alternatives. I have 12, for example.

Keith

On 12/10/2022 11:17, Anthony Lapinski via Phys-l wrote:
> 13
>
> Interesting puzzle. Reminds me of the enslosed star puzzle.
>
> On Wed, Oct 12, 2022 at 2:47 AM John Denker via Phys-l <
> phys-l@mail.phys-l.org> wrote:
>
> > Hi --
> >
> > Here is a puzzle that has been floating around recently:
> >     https://eur03.safelinks.protection.outlook.com/?url=https%3A%2F%2Fav8n.com%2Fphysics%2Fimg48%2Ftri-inference.png&amp;data=05%7C01%7Ckst24%40universityofcambridgecloud.onmicrosoft.com%7C93d04122c59248a0f40e08daac3b1c65%7C49a50445bdfa4b79ade3547b4f3986e9%7C0%7C0%7C638011667121544873%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=Gwui%2F9Y9twdJeyfTc9H6er%2BwPRZjDqbxCnpUNkKTc8A%3D&amp;reserved=0
> >
> > Given:
> > The first figure has a score of 1.
> > The second figure has a score of 5.
> >
> > Questions:
> > a) What is the score of the third figure?
> > b) How do you know?
> > c) How sure are you?
> >
> > Remarks:
> > * Hint: It's harder than it looks.
> > * There's no physics in it per_se, but similar situations
> >    arise in physics All The Time.
> > * This is not a word game. No wise-guy dirty tricks. The
> >    things that look like triangles are triangles. The things
> >    that look to be congruent are congruent.
> > * Imagine assigning this to your students. Think about
> >    what you would infer from the various answers you get.
> > * Hint: This can be used to illustrate an interesting
> >    point, more interesting than the plain numerical answer.
> > _______________________________________________
> > Forum for Physics Educators
> > Phys-l@mail.phys-l.org
> > https://eur03.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.phys-l.org%2Fmailman%2Flistinfo%2Fphys-l&amp;data=05%7C01%7Ckst24%40universityofcambridgecloud.onmicrosoft.com%7C93d04122c59248a0f40e08daac3b1c65%7C49a50445bdfa4b79ade3547b4f3986e9%7C0%7C0%7C638011667121544873%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=2OSGwMC2GD0nmmaRGvLyShkeO8Yq3O%2FsM%2FzJ9TQGO%2FI%3D&amp;reserved=0

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Dr. Keith S. Taber

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Falsifying research conclusions. You do not need to falsify your results 
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<https://science-education-research.com/falsifying-research-conclusions/>

Delusions of educational impact. A 'peer-reviewed' study claims to 
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<https://science-education-research.com/delusions-of-educational-impact/>

Can deforestation stop indigenous groups starving? 
<https://science-education-research.com/can-deforestation-stop-indigenous-groups-starving/>

How much damage can a couple of molecules do? Just how dangerous is 
Novichok? 
<https://science-education-research.com/how-much-damage-can-a-couple-of-molecules-do/>

Of mostly natural origin. Is your shampoo of natural, unnatural, or 
supernatural origin? 
<“https://science-education-research.com/of-mostly-natural-origin/”;>

Bats are [almost certainly] not closely related to viruses. 
<“https://science-education-research.com/bats-are-almost-certainly-not-closely-related-to-viruses/”;>





Recently published scholarship:

*Taber, K. S. (2019). Experimental research into teaching innovations: 
responding to methodological and ethical challenges. *
/Studies in Science Education./ doi:10.1080/03057267.2019.1658058

*/The Nature of the Chemical Concept/*/: Re-constructing Chemical 
Knowledge in Teaching and Learning/
Royal Society of Chemistry, 
https://pubs.rsc.org/en/content/ebook/978-1-78262-460-8

*Taber, K. S. (2021). The Challenge to Educational Reforms during a 
Global Emergency: The Case of Progressive Science Education./C.E.P.S. 
Journal/, 11 (Special issue), 1-21. doi:doi: 10.26529/cepsj.1109*


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Bloomsbury Academic, ISBN: 9781474289412


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