Purpose:
A primary outcome for the labs overall is to help us explore how science is communicated with the written word. While technology has changed our world (and will continue to do so) the written word is still the most used method used to transmit ideas and information. In this lab activity we will take a moment to explore expectations about writing that you do in future labs and other technical communications.
Procedure:
Procedure seems like a bit of an oversell for what we are going to do here. In broad strokes I am going to present you with something to observe that has some physics embedded in it. Then we will collaboratively work on creating several paragraphs describing various aspects of the observed "experiment".
COVID Update: Normally we would do this lab collaboratively in class. Along the way we would have discussions about the use of language and relevant details vrs irrelevant details. That's pretty hard to do effectively in a zoom conference so I will endeavor to embed some of these comments in the steps below. We'll have to see how this works.
- We/You will begin by watching a video.
- Then we will individually write an introductory paragraph which describes the setting of the video. In your description you may not use dates, names, or web information but rather describe the features of the setting as if you were reporting your observations of a hitherto unknown cultural event or experiment. This should be clear enough that someone looking through a selection of similar video clips would be able to tell which one you were watching. Consider how your thesis statement or topic sentence communicates what this paragraph is about. What details will you include to meet the communication task required? At a minimum your paragraph should make it clear that these two videos are not what is being described without referencing them explicitly.
- We will share the paragraphs we draft in class with each other so you can see what choices others make about what to describe. If this is a remote version of the class share your paragraph with another student via email (Student to Student in the LMS) and think about the choices, both similar and different, that they made in their description. Does describing the color distinguish between the various videos? Are there always three performers? What is different? Is it the stage? Is it the lighting? Remember that you are not allowed to use any text or web information in your description. Could you be sure which of the three videos above is being described? In the end you will rewrite your paragraph for your lab report.
- We will then repeat this process with a paragraph, or two, describing the essential features of the physics/science effect being illustrated. One of the challenges in science is learning to notice features of what you are observing even if you don't have a plausible explanation. It is tempting for all of us to see what we think we should see instead of what is really there. There are several features to be observed that we will normally talk about in class. If we are in remote mode for this class then you will need to drop back into the zoom class to discuss what you think you have observed. For some of you this may be easier than for others but you have to be careful. In many years of leading this lab experience I am aware that students often only see part of what us going on and project their explanations onto what they are observing. There are two primary relationships you are looking for - one is related to the loudness of the sound and other is related to the pitch of the sound. This leads us to need to talk about a word that I used that has a particular meaning for me as a physicist but may not mean the same thing for you. This is related to my point in making you watch the TED talk in the Getting Started breadcrumb. When you get to this point contact me and tell me what your definition of pitch is. Use email or zoom but you will need to be clear that we share a common definition before you go on to the next part of the lab. 😊
- We will then create and discuss a plot that communicates the relationship(s) that we observed and described in the previous step. A plot is a tool for expressing the relationship between two factors or variables. The first step in making a plot (after sketching the two axes) is to decide what each axis represents. In math class you probably learned about dependent and independent variables but in science it's not always so clear which is which. Usually the variable or factor that we think 'controls' the behavior is on the horizontal axis but that is not required. Once the axes are labeled then we will indicate two points (estimated data points if you will) on the plot. One point that shows what we think happens when the horizontal variable is small and one when the same variable is big. There are roughly three possible outcomes. The trend in the data is down and to the right, the trend in the data is up and to the right, or the data seems to be pretty constant (which would be boring). We will draw a straight line through the two data points to make this trend (called a trend line) more apparent. Be sure that when you're done with the plot it tells the same story as the paragraph you wrote in the previous section.It is hoped that the following video will help clarify the expectations.
- At this point we will discuss the various ways you might include this plot in your document that you are turning in for the lab deliverables below. The easiest solution is to take a picture of your plot and drop that .jpg into your report. Alternatively you could scan it but sometimes pdf scans are difficult to drop into documents. You are NOT required to produce your plot in Excel since I am much more interested in your ability to sketch the plot.
- Finally, we looked at the Tubulum video and possibly some other similar instruments. You will, on your own, write a final paragraph that connects your previous understanding of the Drumbone to explain why the Tubulum produces the notes needed to play music.
- All of the above make up your lab report. Given the way the world is this document (.doc or .pdf) needs to be digital and submitted to the appropriate folder on Bb.
LAB DELIVERABLES: (Turn in on Bb)
I) Your paragraph describing the setting for the video we watched. This description should allow the reader to identify the correct video to watch (distinguishing it from the other examples at the very least) without the use of URLs, dates or times, labels, or other indicators that are not on stage and part of the performance.
II) Your paragraph describing the physics/science effect that appears to be taking place in the video. There are several different effects that we talked about including pitch, loudness, tube length, and striking strength. What you describe here should be supportive of the plot you will make for the next part of this lab. Be sure to offer some explanation or definition of any 'special' words that you use in your description that might not be understood by your reader.
III) Present a graph or plot that illustrates the general relationship between two of the factors that you described in your paragraph about the science effects. The axes of your plot should be clearly labeled with the characteristics that you are relating in the plot. No explicit numbers are required. Include two points, one at each end of the horizontal scale, and a trend line that indicate the relationship between these characteristics that you believe you observed. Describe in a short paragraph what that relationship is.
IV) The Tubulum video is another version of the same science/physics effect.What is consistent between this video and the original video that confirms the relationship you illustrated in your plot.
