Physics 277:Special Topics Medieval Arms and Armorpersweb.wabash.edu/facstaff/madsenm/syllabi/2011_fall_PHY277Ha… · Welcome to PHY 277! I welcome you to this special topics physics

Physics 277:Special Topics

Medieval Arms and Armor

Fall 2011

Dr. Martin John MadsenDepartment of PhysicsWabash College

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Welcome to PHY 277!I welcome you to this special topics physics course: Medieval Arms and Armor. This course is going to consist of two half-semester projects. You will work as a team to figure out the neces-sary physics models, make the needed measurements, solve the en-gineering problems, and build and execute the completed project.

Project 1, to be completed by October 11, 2011• Build a trebuchet capable of tossing a water balloon 100 meters

and hitting a 1-meter-diameter target at least 3 out of 5 runs.• The finished trebuchet must cost less than $150. We must be

able to disassemble it and store it in the fourth floor attic space.• The trebuchet will be positioned on the grass in front of the

Chapel. It must not leave any marks or damage the grass.• There must be a safety mechanism to prevent backward throw-

ing, protecting the Chapel.

You will prepare a video report of your project, including your research, designs, tests, and models. The final video report will be due after fall break on October 18, 2011.

Project 2, to be completed by December 6, 2011• Design an armor breastplate, wearable by a person, that is ca-

pable of stopping a spear thrown from 3 meters away.• The finished breastplate must cost less than $150. It should

weigh less than 5 kg and be fashioned with straps/supports so that it does not need to be held by the wearer.

• A successful armor breastplate will prevent the spear tip from penetrating the wearer’s skin on five sequential throws.

• The final tests will be conducted using a foam or other substi-tute material body torso.

You will prepare a video report of your project, including your research, designs, tests, and models. The final video report will be due at the end of final exams week, December 16, 2011.

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The goals of this course are to:• get experience working on a problem-solving team• learn good engineering practices in solving real-world problem• develop a basic understanding of a few physics models related

to Medieval arms and armor• clearly communicate the physics models and your engineering

process through a video report to a general audience.

Good engineering practices include the following ideas, imple-mented using an iterative approach (from http://engineering.dart-mouth.edu/teps/default_what.is.eps.html)1. State the problem2. Redefine the problem, eliminating biases3. Identify constraints and set general specifications4. Identify alternate solutions5. Select the most viable alternative6. Iterate and repeat as necessary

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State the problem• Make sure you clearly understand the problem from an engi-

neering perspective.

Redefine the problem• Sometimes the problem is too vague or not clearly stated.

Think about what the problem is really asking and re-word it in terms of the physical parameters.

Identify constraints and set general specifications• Brainstorm all the possible constraints and specifications re-

lated to the redefined problem.• Define, quantify, and justify all constraints and specifications.

Be specific and include numbers.• There may be calculations and measurements that need to be

performed to quantify the specifications.

Identify alternative solutions• Brainstorm possible solutions to the problem using the estab-

lished constraints and specifications.• Be creative- think about all possible solutions now and look at

refining them later.• Come up with as long a list as possible.

Select the most viable alternative• Weigh the advantages and disadvantages of each alternative.• Create a matrix (see below) that breaks up the constraints and

specifications and rank each alternative for each constraint.• You may need to do small tests to clearly rank each alternative.• Document all tests.

Iterate and repeat as necessary• If your tests indicate that the problem is not solved, you may

need to go back to the beginning and repeat the cycle.• Even if you have a viable solution, it may be necessary to

repeat the cycle using what you now know to add specifications to the problem.

• Continue iterating the cycle until you reach a solution.

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Where do we do physics? Our physics models and methods are going to come into play in a couple of places:1. As you identify constraints and specifications there will be

physics models to apply. Brainstorm and otherwise research applicable models and do the necessary calculations.

2. As you test each idea to see if it meets the specifications, there will be experiments to run and measurements to make. Be sure to use good experiment design, understand your equipment, and do appropriate uncertainty analysis. If you do not have an uncertainty on a measurement, you do not have a measure-ment!

The Problem-solving MatrixUse this matrix to compare your different ideas against the prob-lem specifications. Create bundles of related specs and put them in the column headers. Write your ideas, one in each row. Then for each row, determine how well the idea meets each specification. This may be a qualitative or a quantitative assessment. You may need to do additional tests in order to rate each idea.

In the end, add up each row and that will help you decide which idea best meets the specifications.

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Experiment RolesThese roles are filled as you are performing tests experiments. The Recorder notes down who is filling each role.Experimenter (E1)• Responsible for setting up and running the experiments from

left to right on Camera 1A• Directs different experiments• Ensures lighting is set up and suitable for the experiment• Ensures all data is collected and all experiments are runRecorder (R1)• Responsible for recording log of each experiment on the com-

puter• Responsible for recording who is filling each role• Ensures all data is recorded along with a brief description of

each run• Ensures all video is recorded and appropriately tagged with

experiment runs• Helps Experimenter run experiments as necessaryCamera 1 (C1/R2)• Responsible for primary video data collection• Runs Cameras C1A and C1B• Identify the video by providing an audible record of the run:

Tell the camera what you are doing.• Helps Recorder document log of each experiment on the com-

puter as necessaryCamera 2 (C2/E2)• Responsible for secondary video data collection• Runs Cameras C2A and C2B• Identify the video by providing an audible record of the run:

Tell the camera what you are doing.• Helps Experimenter run experiments as necessaryAuxiliary (Aux/E2/R2)• Responsible for highlight video data collection• Runs Camera C3A• Helps Experimenter run experiments as necessary• Helps Recorder document log of each experiment on the com-

puter as necessary

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Experiment

Scale

C2AC1A

C2B

C3AC1B

Experiment Camera SetupThe following describes how to set up cameras and lights for re-cording experiments, design work, and builds.C1A: “Data Collection.” Straight in front of the experiment with the scale positioned close in the background. Records the experi-ment moving from left-to-right with a field of view slightly larger than the scale.C2A: “Big Picture.” Off to the right of the experiment. Records a much larger view including all the experimenters and action.C1B: “Effects.” Records special effects such as on-board the ex-periment, head camera, etc.C2B: “Front-on.” Records more of the larger view of the action, this time from front-on, or 90 degrees to C1A. Provides an alterna-tive angle for data analysis.C3A: “Top Down.” This camera, if available, records a secondary view of the experiment with a close-up view including slightly less than the scale.

Light 1 Light 2

Small scale 1 meter & 10 cm stripes Large scale 2 meter & 20 cm stripes

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Build

C1AC3A

C2A

Build Camera SetupC1A: “Right View.” Large field of view capturing a big picture of the build activities. C2A: “Details.” Small field of view capturing the important details of the experiment setup.C3A: “Left View.” This camera, if available, records a second large view, providing additional coverage of the build.

Designon Paper

C2ADesign Camera SetupC1A: “Top-Down.” A top-down view of the paper, showing the details of the design.C2A: “Big Picture.” A large field of view showing the person do-ing the drawing of the design.

C1ALight 1 Light 2

Light 1

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Communication RolesThese roles are filled as you creating your video reports. Each role should be filled and the Script Writer records who is filling each role. Your individual grade on the video lab report is based on your performance in your role.Script Writer• Reviews computer log and works with R1 to review experi-

ments.• Responsible for drafting the script.• Ensures all group members proofread, improve, and sign script.• Records who is filling each communication role.• Ensures the narration is created and follows final script.Animation Editor• Responsible for creating animations to explain physics models.• Works with Script Writer to determine what animations will be

needed.Video Organizer• Reviews and organizes all video footage from experiment.• Reviews computer log and labels video.• Works with Film Editor to determine what footage is needed.Film Editor• Responsible for combining narration with video and animation• Coordinates script, animation, and video.• Ensures all group members view, proof, and approve final

video report.• Ensures final video is turned in on time.Assistant Film Editor• Works with Film Editor to combine narration and video.• Provides support and help to all other team members.

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Digital File OrganizationWe will be handling a large quantity of digital files during the course of this semester. Keeping these files organized with aid greatly in reducing the overall workload of this class.

Courses on CalebEach group has a folder assigned to them on Caleb. This file stor-age will hold:• Recorder Logs• Data files (from Logger Pro, etc)• Script Drafts• Video files

Organize your files by date. Create a folder for each day that you work on the project using the MMDD format (i.e. 0814 is the Au-gust 14 folder, 1125 is the November 25 folder).

Keep a single record file in the main directory of all your work. The Recorder should update this file each time you work. He should maintain a record of what work you did and what data you collected.

Video files should be labeled and/or renamed each day so that you maintain a clear organization of which video footage records which experiment. It will be very easy to get unorganized, so keep on top of this one! It will save a lot of work in the end when you are preparing your video report!

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Final Cut Pro EssentialsThe following steps should be followed when working with Final Cut Pro (FCP).1. When starting ANY session working with FCP, begin by

changing the scratch files and cache files to the appropriate myth folder on the firewire hard drive.

2. Ensure that ALL files relevant to a project are stored in the ap-propriate myth folder on the firewire hard drive. Do NOT drag files from any other location into the project.

3. Begin a new myth project by inserting the audio narration files into tracks 5 and 6 (leave 1-4 blank).

4. Add video to the first two video tracks. Disconnect the audio (Command-L) and delete the audio.

5. Render all audio and video as you go: select the clip that needs rendering (has a red line over it) and render it. (Command-R).

6. When finished, select Sequence 1 from the browser window and choose File-Export-”Using Quicktime Conversion...” Select a file name on your Firewire Hard Drive. Make sure the “Options” are as shown below.

7. Post your completed video to the appropriate CompletedVideo folder on Caleb.Courses.

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Audio Recording EssentialsYou may use any audio recording software to record your narration for your video report. The following essentials apply in general when recording.• Make sure you have the appropriate microphone selected.• Reduce all background noise, especially “white” noise from

heating/cooling systems.• Hold the microphone about six inches from your mouth when

speaking. • Check that the audio levels are appropriate- typically in the

mid-yellow.Narration• Speak clearly and slowly- don’t be in a hurry to get through it.• Leave quiet spaces- it helps make it easier to cut and edit.

• Leave short pauses at periods• Leave slightly longer pauses between paragraphs

• Break up your narration into logical pieces. Do not try and do the entire narration in one single file. Typically you should have 4-6 separate files, numbered and labeled. Each chunk should be 1-2 minutes long.

File Compression• Export or save your audio file using mp3 compression. Test to

make sure the output of your audio software works in FCP.• Save your audio in the appropriate folder on the Firewire Hard

Drive.It is possible to make various adjustments to the audio tracks in FCP. Two of the most useful things are to:1. Check your audio levels to make sure the audio is clear and

easy to hear.2. Use the Blade tool (press B) to cut out the unneeded silent

sections. If you turn on the audio waveforms (Command-0 (Zero)), you can easily see where the silent sections are and cut them out.

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Flash Animation BasicsEach video report will have some animations with it. This is an excellent way to communicate • the problem• the physics models, and• how the models relate to your experiments.There are two main types of animations that we will use: pure animations that describe the problems and physics models associ-ated with your experiments, and animations placed on top of video, used to clarify how the models apply to your experimental data.

New AnimationsThe basic idea behind a flash animation is that you draw objects then animate them automatically. Animation is controlled as changes between key moments, denoted as “keyframes” on the timeline. Simple animations are created by selecting a segment between two key frames and inserting a “tween” in that segment. You determine the initial and final positions of your object and the software animates “beTWEEN” those two points.1. Begin by creating a New flash file, Actionscript 3.0.2. Use the Modify-Document menu item to re-size your anima-

tion to match your video: 1280 by 720. Select your back-ground color and framerate (typically 10fps works well).

3. Create your animation from drawings, text, and other objects. Use keyframes on the timeline to adjust how your animation plays.

Animation on Video Creating animations on top of your video data is a two-step pro-cess. First you need to convert the video clip into a FLV file that can be ready by Adobe Flash. Then you insert that clip into a new animation and add lines, motion tweens, etc. on top of the video. A basic tutorial on how to do both of these steps on a Mac computer is available in the Resources folder on Caleb.Courses.

Export all animations using the File-Export-“Export Movie...” menu item. Export using Quicktime to a MOV file.

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Video Lab Report Tentative Grade RubricThis is a TENTATIVE grading rubric for the video reports. You will be notified of any changes prior to the due date.Introduction: 1. Did they capture the audience’s attention? 2. Did they introduce the team members?3. Did they introduce the problem?4. Did they use animations to describe the physics models related

to the problem?Preliminary Tests:1. Did they communicate how the physics models relate to their

preliminary tests?2. Did they communicate the design of their experiments?3. Did they describe what they wanted to find out with their tests?4. Did they describe what they built and measured?5. Did they introduce each test/run, describing their controls and

variables? 6. Did they describe their results?7. Did they discuss quantitative results? 8. Did they discuss conclusions from their tests?9. Did they use animations to describe the significance of their

results?Transition:1. Did they transition from the preliminary tests to the final test?Final Test:The same basic rubric as for the preliminary tests. Conclusion:1. Did they discuss whether they solved the problem as specified?2. Do I agree with their conclusion? The final video report grade will be based on the group presenta-tion and individual contributions. For example, a group that fails to include animations to explain the physics concepts will lose points for failing to complete that part of the video, plus the Ani-mation Editor will lose additional points off his video grade since he was responsible for the animations.