funny sms jokes

A teacher asks a student how he would measure the height of a very tall building using a barometer, evidently expecting to hear about the reduced air pressure being proportionate to the elevation ….

The student replies: Tie the barometer to a long string, lower the string till the barometer touches the ground, measure the length of the string !

However, what follows is much more interesting: This highly original answer so incensed the examiner that the student was failed .

The student appealed on the grounds that his answer was indisputably correct, and the university appointed an independent arbiter to decide the case. The arbiter judged that the answer was indeed correct, but did not display any noticeable knowledge of physics.

To resolve the problem it was decided to call the student in and allow him six minutes in which to provide a verbal answer which showed at least a minimal familiarity with the basic principles of physics.

For five minutes the student sat in silence, forehead creased in thought. The arbiter reminded him that time was running out, to which the student replied that he had several extremely relevant answers, but couldn’t make up his mind which to use. On being advised to hurry up the student replied as follows :

Firstly, you could take the barometer up to the roof of the skyscraper, drop it over the edge, and measure the time it takes to reach the ground. The height of the building can then be worked out from the formula H = 0.5g x t squared. But bad luck on the barometer.” ” Or if the sun is shining you could measure the height of the barometer, then set it on end and measure the length of its shadow. Then you measure the length of the skyscraper’s shadow, and thereafter it is a simple matter of proportional arithmetic to work out the height of the skyscraper .”

” But if you wanted to be highly scientific about it, you could tie a short piece of string to the barometer and swing it like a pendulum, first at ground level and then on the roof of the skyscraper .

The height is worked out by the difference in the gravitational restoring force T = 2 pi square root (l/g).” ” Or if the skyscraper has an outside emergency staircase, it would be easier to walk up it and mark off the height of the skyscraper in barometer lengths, then add them up .”

” If you merely wanted to be boring and orthodox about it, of course, you could use the barometer to measure the air pressure on the roof of the skyscraper and on the ground and convert the difference in millibars into feet to give the height of the building .”

” But since we are constantly being exhorted to exercise independence of mind and apply scientific methods, undoubtedly the best way would be to knock on the janitor’s door and say to him ‘If you would like a nice new barometer, I will give you this one if you tell me the height of this skyscraper’ .”

The student was Niels Bohr, the only person from Denmark to win the Nobel Prize for Physics.

A professor was giving a big test one day to his students. He handed out all of the tests and went back to his desk to wait. Once the test was over, the students all handed the tests back in. The professor noticed that one of the students had attached a $100 bill to his test with a note saying “A dollar per point.” The next class the professor handed the tests back out. This student got back his test and $56 change.

A teacher was giving a lesson on the circulation of the blood. Trying to make the matter clearer, he said: “Now, students, if I stood on my head the blood, as you know, would run into it, and I should turn red in the face.”

“Yes, sir,” the boys said.

“Then why is it that while I am standing upright in the ordinary position the blood doesn’t run into my feet?”

A little fellow shouted, “‘It’s because yer feet ain’t empty.”

Instructions: Read each question carefully. Answer all questions.
Time limit: 2 hours. Begin immediately.

Art: Given one eight-count box of crayons and three sheets of notebook paper, recreate the ceiling of the Sistine Chapel. Skin tones should be true to life.

Biology: Create life. Estimate the differences in subsequent human culture if this form of life had developed 500 million years earlier, with special attention to its probable effect on the English Parliamentary System circa 1750. Prove your thesis.

Chemistry: You must identify a poison sample which you will find at your lab table. All necessary equipment has been provided. There are two beakers at your desk, one of which holds the antidote. If the wrong substance is used, it causes instant death. You may begin as soon as the professor injects you with a sample of the poison. (We feel this will give you an incentive to find the correct answer.)

Civil Engineering: This is a practical test of your design and building skills. With the boxes of toothpicks and glue present, build a platform that will wupport your weight when you and your platform are suspended over a vat of nitric acid.

Computer Science: Write a fifth-generation computer language. Using this language, write a computer program to finish the rest of this exam for you.

Economics: Develop a realistic plan for refinancing the national debt. Trace the possible effects of your plan in the following areas: Cubism, the Donatist Controversy and the Wave Theory of Light. Outline a method for preventing these effects. Criticize this method from all possible points of view. Point out the deficiencies in your point of view, as demonstrated in your answer to the last question.

Electrical Engineering: You will be placed in a nuclear reactor and given a partial copy of the electrical layout. The electrical system has been tampered with. You have seventeen minutes to find the problem and correct it before the reactor melts down.

Engineering: The disassembled parts of a high-powered rifle have been placed on your desk. You will also find an instruction manual, printed in Swahili. In 10 minutes, a hungry bengal tiger will be admitted to the room. Take whatever action you feel necessary. Be prepared to justify your decision.

Epistemology: Take a position for or against truth. Prove the validity of your stand.

General Knowledge: Describe in detail. Be objective and specific.

History: Describe the history of the Papacy from its origins to the present day, concentrating especially, but not exclusively, on its Europe, Asia, America and Africa. Be brief, concise and specific.

Mathematics: Derive the Euler-Cauchy equations using only a straightedge and compass. Discuss in detail the role these equations had on mathematical analysis in Europe during the 1800s.

Medicine: You have been provided with a razor blade, a piece of gauze, and a bottle of scotch. Remove your appendix. Do not suture until you work has been inspected. You have fifteen minutes.

Metaphysics: Describe in detail the probably nature of life after death. Test your hypothesis.

Music: Write a piano concerto. Orchestrate and perform it with flute and drum. You will find a piano under your seat.

Philosophy: Sketch the development of human thought. Estimate its significance. Compare with the development of any other kind of thought.

Physchology: Based on your knowledge of their works, evaluate the emotional stability, degree of adjustment, and repressed frustrations of each of the following: Alexander of Aphrodisis, Rameses II, Hammuarabi. Support your evaluation with quotations from each man’s work, making appropriate references. It is not necessary to translate.

Physics: Explain the nature of matter. Include in your answer an evaluation of the impact of the development of mathematics on science.

Political Science: There is a red telephone on the desk beside you. Start World War III. Report at length on its socio-political effects if any.

Public Speaking: 2500 riot-crazed aborigines are storming the classroom. Calm them. You may use any ancient language except Latin or Greek.

Religion: Perform a miracle. Creativity will be judged.

Sociology: Estimate the sociological problems which might accompany the end of the world. Construct an experiment to test your theory.

Extra Credit: Define the universe, and give three examples.

Here is an explanation of the school homework policy for the average student. Students should not spend more than ninety minutes per night. This time should be budgeted in the following manner if the student desires to achieve moderate to good grades in his/her classes.

15 minutes looking for assignment.

11 minutes calling a friend for the assignment.

23 minutes explaining why the teacher is mean and just does not like children.

8 minutes in the bathroom.

10 minutes getting a snack.

7 minutes checking the TV Guide.

6 minutes telling parents that the teacher never explained the assignment.

10 minutes sitting at the kitchen table waiting for Mom or Dad to do the assignment.

These are actual student evaulation comments taken from an MIT course evaluation guide in the fall semester of 1991.

“This class was a religious experience for me… I had to take it all on faith.”

“Text makes a satisfying `thud’ when dropped on the floor.”

“The class is worthwhile because I need it for the degree.”

“His blackboard technique puts Rembrandt to shame.”

“Textbook is confusing… Someone with a knowledge of English should proofread it.”

“Have you ever fell asleep in class and awoke in another? That’s the way I felt all term.”

“In class I learn I can fudge answers and get away with it.”

“Keep lecturer or tenure board will be shot.”

“The recitation instructor would make a good parking lot attendant. Tries to tell you where to go, but you can never understand him.”

“Text is useless. I use it to kill roaches in my room.”

“In class the syllabus is more important than you are.”

“I am convinced that you can learn by osmosis by just sitting in his class.”

“Help! I’ve fallen asleep and I can’t wake up!”

“Problem sets are a decoy to lure you away from potential exam material.”

“Recitation was great. It was so confusing that I forgot who I was, where I was, and what I was doing — it’s a great stress reliever.”

“He is one of the best teachers I have had… He is well-organized, presents good lectures, and creates interest in the subject. I hope my comments don’t hurt his chances of getting tenure.”

“I would sit in class and stare out the window at the squirrels. They’ve got a cool nest in the tree.”

“He teaches like Speedy Gonzalez on a caffeine high.”

“This course kept me out of trouble from 2-4:30 on Tuesdays and Thursdays.”

“Most of us spent the 1st 3 weeks terrified of the class. Then solidarity kicked in.”

“Bogus number crunching. My HP is exhausted.”

“The absolute value of the TA was less than epsilon.”

“TA steadily improved throughout the course… I think he started drinking and it really loosened him up.”

“Information was presented like a ruptured fire hose — spraying in all directions — no way to stop it.”

“I never bought the text. My $60 was better spent on the Led Zeppelin tapes that I used more while doing the problem sets that I would have used the text.”

“What’s the quality of the text? `Text is printed on high quality paper.’”