So, I feel like we already covered this “jump out of plane… no ‘chute… land safely on something way, way, way softer than the ground” thing, but if you are remembering Real or Fake #3 like I am, you’ll quickly notice that this video has a distinctly different vibe.
Which leads us to one of two conclusions: 1. This one is WAY realer than the other video… or 2. This one is just done a ton better.
What are your thoughts?
I have fun with these.
Real or Fake #6: Batting Practice
Now, the folks in the comment sections seem convinced this is fake, but the support for their answers is a little weak. (As opposed to most comment-section heroes who usually make much more nuanced arguments.)
What say you? Real or fake?
If you are curious, here’s all of my previous real-or-fakes.
So, today I did a little science in my kitchen. I learned some stuff and I wanted to try it out. And I’ve got a 5-year-old and an 8-year-old who are very willing to be perplexed.
Before I get into the story, I have a question for you.
Imagine you heated a glass bottle (maybe the 12-16 ounce variety) in the oven at 450 for 10 minutes or so. Then you took it out, turned it upside down and placed it quickly about an inch or so deep in a sink of ice water.
What do you think would happen?
Leave your prediction in the comments or e-mail them to andrew.shauver@gmail.com.
We did this exploration in the kitchen. It led to some good perplexity and some great wonderings.
In my next post, I’ll share what happened.
First watch this (and be amazed… well, if you’re anything like I am.)
So, when the students can get past the idea that there is some foul play involved, then it becomes a wonderful opportunities to discuss the idea of frequency.
Frequency is an odd discussion because it’s got a strange unit. The “per time” can be a little challenging for students to wrap their heads around.
And the opportunity that this video provides is that here, we don’t need to immediately concern ourselves with the quantitative value of the frequency (maybe 300 RPM for the helicopter rotor, for example, or 5 frames per second on the camera), but we can begin with the qualitative value of the frequency (that the frequencies, whatever they are, are the same.)
And then it opens the door for them discussing some quantitative issues. For example, the fact that the standard unit of frequency (the “per unit time”), obviously isn’t constant. So, the helicopter rotor is RPM and the camera shudder is typically in frames per second (at least, I think. Not a photographer…) So, you’ve got some nice dimensional analysis opportunities.
Where could you take this next?
One thing’s for sure, I’d hate to waste a video like this. Fully captivating, and it only costs your 30 seconds of class time.
Source: I owe TwistedSifter credit for blogging about this video first.
A nice engaging intro to your unit on sound waves.
And as an applied project, perhaps students could make a smaller version. Paper towel rolls? Saran wrap? rubber bands?
Anyway, a lot of possibilities when a video is this well done.
Mr. Shauver - Learner Educator 