1. Lab Reports Let’s Learn to Write Them! Presented by John Walkup, PhD on April 26, 2014 for the Reedley College STEM Conference

2. Why Care about Writing?

3. Myths of Writing Writing is for those who plan to write Writing is for those who plan to write – “I dont know why you make us write. We should be learning physics. I never will need to write its stupid!” The act of receiving help is cheating The act of receiving help is cheating It’s all about grammar It’s all about grammar – “The organization members is fully qualified…” Only a select few can learn to write Only a select few can learn to write – Enter the force table

4. My Early Attempts at Writing Instruction Prompt: Describe the force table in a figure caption. Lessons: Verbalize, then write. Verbalize, then write. Writing is a process. Writing is a process. Structure is key. Structure is key.

5. Example Experiment Does potential energy of a granular mix drop over time? Marbles of two different sizes placed in a box. Marbles of two different sizes placed in a box. Box continuously vibrated using loudspeaker / signal generator Box continuously vibrated using loudspeaker / signal generator Measured period of oscillation every two minutes. Measured period of oscillation every two minutes. Plotted period of oscillation as a function of time. Plotted period of oscillation as a function of time.

6. The Audience Mixed gender Mixed gender Foreign Foreign Serious outlook Serious outlook Professional Professional English-speaking, but… English-speaking, but…

7. Graphic Organizer (see handout) Graphic organizers drive all large-scale document authoring Graphic organizers drive all large-scale document authoring Downloadable from http://tinyurl.com/l4vsbgj Downloadable from http://tinyurl.com/l4vsbgj Courtesy of UCLA Courtesy of UCLA

8. Example of Graphics Organizer (Grants)

9. The Introduction State the purpose State the purpose – Uncover new discovery – Test theory – Replicate previous experiment State the hypothesis and reasoning State the hypothesis and reasoning Describe theory (sometimes in Theory section) Describe theory (sometimes in Theory section) Define jargon Define jargon

10. The Methods Section Describe the experimental procedure: Describe the experimental procedure: – Stick to critical features – Remember the audience – Include picture of apparatus Describe the scope of project (e.g., population sizes, time duration, age groups). Describe the scope of project (e.g., population sizes, time duration, age groups). Describe the number of trials. Describe the number of trials.

11. Figure and Table Captions Write the first sentence as a fragment. Write the first sentence as a fragment. – “Force table used for measuring equilibrium.” After the first sentence, use complete sentences After the first sentence, use complete sentences – “Each of the three strings connects to a hanging mass. Once the forces associated with each tension vector sum to 0, the ring will shift to the exact center of the table.”

12. The Results Section Describe how results were calculated (e.g., software) Describe how results were calculated (e.g., software) Create tables and figures to display raw data Create tables and figures to display raw data Create tables and figures to display results data Create tables and figures to display results data Provide captions for each table and figure Provide captions for each table and figure

13. Discussion Summarizes main results. Summarizes main results. Depending on the subject, offer your own opinions. Depending on the subject, offer your own opinions. Do not present new results. Do not present new results. Praises strengths and acknowledges weaknesses. Praises strengths and acknowledges weaknesses. Calls for future research. Calls for future research.

14. Conclusion Restate the purpose of the experiment. Restate the purpose of the experiment. Restate the main results. Restate the main results. Call for future research. Call for future research.

15. Conclusion/Discussion Summarize main results. Summarize main results. Depending on the field, offer your own opinions on results. Depending on the field, offer your own opinions on results. Do not present new results. Do not present new results. Praise strengths and acknowledge weaknesses. Praise strengths and acknowledge weaknesses. Call for new research. Call for new research. – Don’t make comments about “being more careful” – Don’t overly rely on call for “better equipment”

16. References Focus on the purpose, not the style, of citations. Goal: Collect known knowledge and add to it. Goal: Collect known knowledge and add to it. – Cite the known knowledge when it is (a) potentially controversial or (b) not common knowledge. – Give credit where credit is due. – Quote authors when their “take” on the subject is novel. Use online style apps or MS Word bibliography tool. Use online style apps or MS Word bibliography tool. Refer to original source when reasonable. Refer to original source when reasonable.

17. The Cognitive Initiative John R. Walkup, PhD jwalkup@standardsco.com (559) 903-4014 @jwalkup All presentation documents available online: PowerPoint — http://tinyurl.com/l9sezx8 Graphic Organizer — http://tinyurl.com/l4vsbgj Handouts — http://tinyurl.com/k92y98h For help in all areas of math and science (even the soft stuff) http://www.physicsforums.com/