I made some raisin buns the other day, and I swear there’s a connection to science coming.
The recipe called for, among other things, 2 eggs, 3½ cups of flour, ½ cup of brown sugar, and 2¼ tsp of yeast. Two and a quarter teaspoons – that’s quite precise, isn’t it? One can imagine a test kitchen industriously experimenting, through dozens and dozens of batches, to nail down just the right quantity of yeast for this recipe. 2 tsp isn’t quite enough; 2½ is definitely too much. But if you bake a lot, you might smell a (metaphorical) rat. Continue reading
Image: Rube Goldberg design by Stivi10 CC BY-SA 3.0 via wikimedia.org.
There are many reasons for “writing early” – for starting to write up a project before data collection and analysis are complete, or even before they’re started. (I discuss this in some detail in The Scientist’s Guide to Writing.) This is particularly true for the Methods section, which is far easier to write when you’re doing, or even proposing, the work than it is when you’re looking back on the work months or years later. But one use for early writing often surprises my students: early writing as a “plausibility check” for methods I’m trying to decide about using.
Here’s what happens. I’ll be sitting with a student (or sometimes, just with myself) and we’ll be trying to decide on an experimental method, or perhaps on a point of statistical analysis. We’ll wonder, “should we do X?” And I’ll say: “OK, let’s imagine writing a Methods paragraph describing X. How would it feel?” Continue reading