Spreadsheet Investigation

SPREADSHEET INVESTIGATION

ABOUT THIS CHALLENGE In this challenge, students will investigate the spreadsheet of math that was used in the making of “The One Moment” music video. The spreadsheet provided is the actual spreadsheet used by the band to ensure that their high-speed video would match up with the song when played in slow motion. Your students will learn about statistics, rates of change, and additional concepts relating to filming within different frame rates. CONTENT AREA Grade Levels: 9-12 Content Area: Mathematics, Algebra, Statistics Context for Learning: Before starting this lesson, students should be familiar with reading spreadsheets and have a general understanding of statistics and rates of change. TOPICS ACADEMIC LANGUAGE Statistics Theoretical Data Theoretical Data Mean Excel/Spreadsheet Analytical Data Analytical Data Maximum Frame Rate Slow Motion Column Minimum Row

EDUCATOR GUIDE | PAGE 1 www.OKGoSandbox.org STANDARDS Common Core State Standards: CCSS.MATH.CONTENT.6.SP.B.5.A Summarize numerical data sets in relation to their context, such as by: Reporting the number of observations. CCSS.MATH.CONTENT.6.SP.B.5.C Summarize numerical data sets in relation to their context, such as by: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. International Society for Technology in Education: ISTE Empowered Learner 1c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. ISTE Computational Thinker 5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making. ISTE Creative Communicator 6b Students create original works or responsibly re- purpose or remix digital resources into new creations. ISTE Global Collaborator 7c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. Note: This lesson plan may align with other sets of standards not included here.

EDUCATOR GUIDE | PAGE 2 www.OKGoSandbox.org LEARNING OBJECTIVES

Students will be able to:

Navigate an Excel document.

Compare analytical data and experimental data.

Compare the data taken from multiple trials of a certain experiment.

Calculate benchmark values/measures of central tendency for a set of data (MMMR).

Organize information in an excel document.

Collaboratively create videos.

Understand and test how changes in time influence other data values in film making.

MATERIALS

Access to a device with Microsoft Excel

A device that can record video

EDUCATOR GUIDE | PAGE 3 www.OKGoSandbox.org INSTRUCTIONAL DELIVERY

OPENING ACTIVITIES/MOTIVATION

Go to OKGoSandbox.org and play the “The One Moment” music video (4 minutes and 12 seconds). Ask students how they think this video was made so precisely to match the music.

Then play the “The One Moment of Math” video (4 minutes and 34 seconds). This video will explain the specific math calculations required to create OK Go’s music video “The One Moment.” Have each student pull up the One Moment of Math spreadsheet and take a few moments to sift through the pages. Have the students record a few of their first observations on the Spreadsheet Investigation Student Guide.

Some Vocabulary for this Lesson: A frame is a still picture that is placed together to make a video. The number of still photos taken per second in a video is called frame rate. For example, the slow-motion frame rate is 30 frames per second, meaning there are 30 still photos taken in one second that are combined to make a video. The change in one variable in relation to another variable, such as beats per minute or frames per event is called rate of change. This is often represented by the slope on a line. Rates are different units that can be used to measure a relational change in an event (ex: seconds per minute, fingers per hand, inches per foot, frames per event).Slow motion is the action of showing film or playing back video more slowly than it was made or recorded, so that the action appears slower than in real life. One thing to remember is that slow motion is relative to the speed a video was recorded at. For example, if a slow motion video was recorded at 550 fps and played back at 30 fps, the video will be 18.3 times longer than the time it was recorded.

Theoretical data is the data and numbers found using math equations that represent what would happen in a real-life experiment or event. Analytical data is data and numbers that were found when completing an experiment.

EDUCATOR GUIDE | PAGE 4 www.OKGoSandbox.org PART ONE: SCAVENGER HUNT

Students will now look specifically at the questions laid out on the spreadsheet

On the Spreadsheet Investigation Scavenger Hunt Worksheet attached to this guide, there are several questions for your students to answer using the One Moment of Math Spreadsheet. This will give your students more time to investigate the sheets and dive deeper into the math of the moment!

Students should answer the following questions in the worksheet. Answers are provided here.

Look closely at the master spreadsheet page and answer the following questions:

How many columns are there? How many rows?

Answer: 24, 221

What is the title for column X? What is the title of/for row 193?

Answer: Various worksheets, quarter notes

Look at column E. This shows the frames per second (FPS) that the camera captured the images at. Now look at column F. This is the data from a simulation (EXPLAIN this term in the vocab or here). List three row numbers where the values in column E are different than the ones next to them in column F.

Answer: row 2-23, 26, 27, 52, 70, 71, 192-211

The “absolute frame #” column tells us how many frames we have so far. How many frames are there at the end of the song?

Answer: 6677

EDUCATOR GUIDE | PAGE 5 www.OKGoSandbox.org PART ONE: SCAVENGER HUNT CONTINUED

Now navigate to the tab named “WATERMELONS.” What differences do you notice between watermelon takes one through three?

Answer: general observations from students

Next, navigate to the “SALT + PAINT” tab and answer the following questions:

How many SALT + PAINT runs are there?

Answer: 10

How many salt flowers are labeled in SALT + PAINT 6? Is this the same as the rest of the tests?

Answer: 14, yes

How many paint buckets are labeled in the SALT + PAINT tabs?

Answer: 23

Now, click on the tab named “ORNAMENTS CRASH” and answer the following questions:

In ORNAMENT CRASH TEST 4, find the column called “event time in sequence.” What are the first 5 times listed in this column?

Answer: 0.053, 0.053, 0.105, 0.158, 0.211

What is the mean of these values? The mode? The range?

Answer: mean = 0.116, mode = 0.053, range = 0.158

EDUCATOR GUIDE | PAGE 6 www.OKGoSandbox.org PART ONE: SCAVENGER HUNT CONTINUED

Lastly, navigate to the “BALLOONS and GUITAR” tab. Are the “frame intervals between events in on-set playback” the same for the BALLOONS and GUITAR tabs? If yes, what is it? If no, what are they?

Answer: No. Balloons: 7. Guitar: 15

PART TWO: CHALLENGE

Students will create their own videos and use calculations to make a spreadsheet based off their video.

The Spreadsheet Investigation Scavenger Hunt Worksheet attached at the end of this guide walks students through the process of collecting data from their videos and calculating to create the new, lengthened version. Students will finish the activity by comparing the analytical data to the theoretical data.

After completing the scavenger hunt in part one, students will film a short video in which 5 key things happen. This could be things falling on the ground, new things appearing in the video, friends giving each other a high five, etc.

Using Excel, they will record their notes and observations. Specifically, students should write down their five events, record the times at which they happen, and describe what is happening in their own words.

EDUCATOR GUIDE | PAGE 7 www.OKGoSandbox.org PART TWO: CHALLENGE CONTINUED

Next, students will complete some calculations based off their video and the information they’ve recorded so far. First, students will calculate the time between each key event. Next, they will find the average, or mean of these numbers. Then, guide students in finding the maximum, minimum, and mean, of the time between each key event.

For their last calculation in this section, students will explore what happens if they made their video three times longer. Students should calculate what times the key events would happen if this were the case. Make sure they happen in the same order and have three times as much time between them. For example, if something happened at 2.1 seconds in the original video, it would need to happen three times later, at 6.3 seconds. These new numbers are your theoretical times, when you want your events to occur.

Using the new times they calculated for the longer video, have students record their video again so that the key events happen as close as they can to these new times. Have them watch the new video again and record the actual times things happened. Explain that this is analytical data. Lastly, students should compare and contrast their analytical and theoretical data. This can be done in small groups or in a new tab on their spreadsheet. Ask students what they noticed, and if anything surprised them during this process.

EDUCATOR GUIDE | PAGE 8 www.OKGoSandbox.org ASSESSMENT

Evaluation of Learning Objectives: To demonstrate their understanding of the topics included in this lesson, have the students turn in part one of their completed student worksheet and check the answers. Additionally, students should turn in their own spreadsheet and attach the two videos recorded during part three of this activity. Closure: Bring the class back together for a class discussion about the answers to the worksheet, as well as reflecting on their learning through large or small group discussion. Share: Reach out to OK Go Sandbox through email or social media at @okgosandbox and share your videos of this challenge with us! Have any feedback? We want to hear it! Discussion Questions: What patterns can you identify between the spreadsheet tabs? Why might it be important to calculate these before filming? What was easy to understand in the spreadsheet? What was difficult to understand in the spreadsheet? How might you use a spreadsheet in your own life? Is there a project you could see this being useful for? What are other uses for a spreadsheet?

EDUCATOR GUIDE | PAGE 9 www.OKGoSandbox.org SPREADSHEET INVESTIGATION

Take a few minutes to go through the One Moment of Math Spreadsheet. Record your initial observations in the space provided below.

SHEET NAME WHAT I NOTICED WHAT I’M WONDERING

Master Sheet Lots of numbers How can we break down this data?

STUDENT GUIDE | PAGE 10 www.OKGoSandbox.org PART TWO: SCAVENGER HUNT

Now that you’ve familiarized yourself with the spreadsheet, answer the questions below using the spreadsheet as a source. Look closely at the master spreadsheet page and answer the following questions: How many columns are there? How many rows?

What is the title for column X? What is the title of/for row 193?

The “absolute frame #” column tells us how many frames we have so far. How many frames are there at the end of the song?

Now navigate to the tab named “WATERMELONS.” What differences do you notice between watermelon takes one through three?

STUDENT GUIDE | PAGE 11 www.OKGoSandbox.org Next, navigate to the “SALT + PAINT” tab and answer the following questions: How many SALT + PAINT runs are there?

How many salt flowers are labeled in SALT + PAINT 6? Is this the same as the rest of the tests?

How many paint buckets are labeled in the SALT + PAINT tabs?

Now, click on the tab named “ORNAMENTS CRASH” and answer the following questions: In ORNAMENT CRASH TEST 4, find the column called “event time in sequence.” What are the first 5 times listed in this column?

What is the mean of these values? The mode? The range?

Lastly, navigate to the “BALLOONS and GUITAR” tab. Are the “frame intervals between events in on-set playback” the same for the BALLOONS and GUITAR tabs? If yes what is it? If no, what are they?

STUDENT GUIDE | PAGE 12 www.OKGoSandbox.org PART THREE: CHALLENGE

Now that you have had a chance to go on this scavenger hunt, we have a challenge for you that combines math and videography. Film a short video in which 5 key things happen. This could be things falling on the ground, new things appearing in the video, friends giving each other a high five, etc. Using Excel, record your notes and observations. Include the following notes: Name the five key things Record the times they happen at Describe what is going on (saying more than just a name) Then, add some calculations to your spreadsheet: Find the time between each key event. For example, if your first event happened at 3.5 seconds and your second event happened at 6.8 seconds there would be a difference of 3.3 seconds. Find the average, or mean, of these new numbers. Find the maximum, minimum, and median of these new numbers. If we wanted your video to take three times longer, what times would the key events happen at now? Make sure they happen in the same order and have three times as much time between them. For example, if something happened at 2.1 seconds in the original video, it would need to happen three times later, at 6.3 seconds. These new numbers are your theoretical times, when you want your events to occur. Using your new times, record your video again so that the key things happen as close as possible to these new times. Watch your video and record in your spreadsheet the actual times things happened. This is your analytical data.

Now you have your very own music video with the data to match!

STUDENT GUIDE | PAGE 13 www.OKGoSandbox.org