I don't get it. Why is a slide rule uniquely qualified to solve this problem, or give insight into it?My favorite example of that is this question: If you had a rope stretched around the Earth and added 3 feet to its length, how high could it then be raised uniformly from the surface?
I don't think they even teach number lines any more, much less how to set up problems and reduce them so they can be solved on a slide rule. Asking a modern student to visualize a fraction is out of the question.
John