> If they really know the formulas, they would start by > using the given > information to compute the volumes based on the > evidence > presented. Beyond that, I'm not at all sure that the > video is going > to help people who jump to such irrational > conclusions to keep from > doing it next time. And the time after. Actually > teaching students > to compute the volumes before assuming anything, > seems reasonable > somehow even if teaching is out of style even on a > listserve called > "Math-Teach". Better would be to have them express - > and then graph > - - volume of resulting cylinders as a function of > side length of > rectangles of fixed area and find the maximum. Nice > algebra and it > greases the skids for eventual calculus. What a > concept. > > Wayne > Your suggestion is good, too, Wayne. Thanks.
> At 07:38 AM 5/27/2013, Richard Strausz wrote: > >And here is another Wayne. My students know the > formulas for surface > >area and volume, but they often make false > assumptions. I like this: > > > >http://blog.mrmeyer.com/?p=14118 > > > >Richard