> Richard, this would be a good physics problem, and > deserves an answer which I will try to determine > later. But to your question about this question in > terms of a math lesson, I think one of Dan's admirers > (in the comments) puts it best... > > "Hey Dan, not sure what I can do with this > information, but I love that you did it, and it will > make a cool math lesson." > > You have to admit, Josh nailed it. Dan points to a > set of math bloopers and then turns and runs smack > into the same pole. I feel your pain, it is heart > wrenching to watch, but you have to see the irony in > it.:) > Robert, I disagree. I see Dan pursuing questions that are turn-ons and contrasting them with those that aren't. His goal, not always realized, is to find items that cause students to say "Cool! I wonder what the answer is. Are there any ways I can come up with something plausible?"