A Dictionary for Women
Aaaack (aak) interj. An utterance upon running directly into a spider web first thing in the morning - and you don't know where the spider is.
Airhead (er*hed) n. What a woman intentionally becomes when pulled over by a policeman.

Argument (ar*gyou*ment) n. A discussion that occurs when you're right, but he just hasn't realized it yet.

Balance the checkbook (bal*ens da chek*buk) v. To go to the cash machine and hit "inquire."

Bar-be-que (bar*bi*q) n. You bought the groceries, washed the lettuce, chopped the tomatoes, diced the onions, marinated the meat and cleaned everything up, but *he* "made the dinner."

Blonde jokes (blond joks) n. Jokes that are short so men can understand them.

Cantaloupe (kant*e*lope) n. Gotta get married in a church.

Clothes dryer (kloze dri*yer) n. An appliance designed to eat socks.

Diet Soda (dy*it so*da) n. A drink you buy at a convenience store to go with a half pound bag of peanut M&Ms.

Eternity (e*ter*ni*tee) n. The last two minutes of a basketball game.

Exercise (ex*er*siz) v. To walk up and down a mall, occasionally resting to make a purchase.

Grocery List (grow*ser*ee list) n. What you spend half an hour writing, then forget to take with you to the store.

Hair Dresser (hare dres*er) n. Someone who is able to create a style you will never be able to duplicate again. See "Magician."

Hardware Store (hard*war stor) n. Similar to a black hole in space - if he goes in, he isn't coming out anytime soon.

Childbirth (child*brth) n. You get to go through 36 hours of contractions; he gets to hold your hand and say "focus, breath push..."

Lipstick (lip*stik) n. On your lips, coloring to enhance the beauty of your mouth. On his collar, coloring only trashy women would wear...!

Park (park) v./n. Before children, a verb meaning, "to go somewhere and neck." After children, a noun meaning a place with a swing set and slide.

Patience (pa*shens) n. The most important ingredient for dating, marriage and children. See also "tranquilizers".

Valentine's Day (val*en*tinez dae) n. A day when you have dreams of a candlelight dinner, diamonds, and romance, but consider yourself lucky to get a card.

Waterproof Mascara (wah*tr*pruf mas*kar*ah) n. Comes off if you cry, shower, or swim, but will not come off if you try to remove it.

Zillion (zil*yen) n. The number of times you ask someone to take out the trash, then end up doing it yourself ...anyway.

The Student and The Barometer

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 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 hadn't 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,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.

"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 [gravity] 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 tack, you could take the barometer to the top of the building, attach a long rope to it, lower it to just above the street, 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 name of the student was Niels Bohr, who later received the Nobel prize for Physics.