Although I enjoyed both the Molecular Workbench/nanotech and Phun activities, my favorite was the Phun tutorial. With the Phun activity, I felt like I was having more fun than learning, and with the nanotech activity, I felt the opposite and got bored quickly. Phun was much more interactive, and I felt like I actually accomplished something. It is also more appealing to look at, as it provides the use for many different colors and shapes to be used. On the other hand, nanotech was more “sciency,” and although it has shapes and different activities in which you can participate, it does not provide the eye candy that Phun provides. For these reasons, I think a majority of students would enjoy participating in Phun activities more than in Molecular Workbench activities.
Phun is immediately engaging and provides at least one easy-to-follow tutorial on how to make a stack of bricks and a catapult to knock it down. While Molecular Workbench also provides easy-to-follow activities, it is not as engaging as Phun is because the creator does not have as much control and options as they do when participating in Phun. Phun fosters much creativity, therefore tapping into the minds of the more spacial learners, while Molecular Workbench fosters more technical thinking, therefore tapping into the minds of the more mathematical/linear learners. Another positive aspect of Phun is that students, although using physics, don’t even feel like they’re learning about physics. Talk about the positive effects of experiential learning!
Students could use Phun to make a simulation and then actually try to create the simulation in reality and test it, providing that the necessary materials are available. Phun could also be used to teach about the correlation between two or more variables such as the effect that gravity has on object placement and stability. It could also be used to teach about the effects of different systems, such as a lever/pully system, specifically the effects they have on the outcomes of the specified events, such as the one presented in the tutorial. Phun is also relatively easy to use; therefore, those students who get anxiety when faced with technology can experience technology and its usefulness without the sometimes frustrating effects imposed by some applications.
Summarily, both Phun and Molecular Workbench provide engaging and interactive activities that foster learning as well as experiential learning. They both provide students with the opportunities to positively engage with technology, while also providing valuable learning experiences. What a great way to get students interested in the sciences, while also tapping into other areas of interest such as art and technology.
Thursday, March 26, 2009
Thursday, March 19, 2009
POV source file
#include "colors.inc"
#include "textures.inc"
#include "shapes.inc"
#include "shapes2.inc"
#include "functions.inc"
global_settings { ambient_light }// camera ---------------------------------
camera {location <0.0 , 1.0 ,-3.0>
look_at <0.0 , 1.0 , 0.0>}
// sun ------------------------------------
light_source{<1500,2500,-2500> color White}
// sky -----------------------------------
sky_sphere { pigment {gradient <0,1,0>
color_map { [0.00 rgb <0.2,0.7,1.0>]
[0.45 rgb <0.0,0.1,0.7>] [0.55 rgb <0.0,0.1,0.7>]
[1.00 rgb <0.6,0.7,1.0>] scale 2
} // end of pigment} //end of skysphere
// create a sphere shape
sphere {<0, 0.5, 0> // center of sphere
0.5// radius of sphere// scale <1,2,1> pigment {Black}}
// used in global_settings, sets an overall brightness/ambient light level in the scene ambient_light color rgb <1,1,1>
// create a rainbow arc
rainbow {angle 45// degrees width 6// degrees distance 1000direction <0,-0.5,1>jitter 0.01arc_angle 180//degrees falloff_angle 60 // degrees
// upcolor_map {[0.000 color rgbf <1.0, 0.5, 1.0, 1.0> ]
[0.100 color rgbf <1.0, 0.5, 1.0, 0.8> ]
[0.214 color rgbf <0.5, 0.5, 1.0, 0.8> ]
[0.328 color rgbf <0.2, 0.2, 1.0, 0.8> ]
[0.442 color rgbf <0.2, 1.0, 1.0, 0.8> ]
[0.556 color rgbf <0.2, 1.0, 0.2, 0.8> ]
[0.670 color rgbf <1.0, 1.0, 0.2, 0.8> ]
[0.784 color rgbf <1.0, 0.5, 0.2, 0.8> ]
[0.900 color rgbf <1.0, 0.2, 0.2, 0.8> ]
}
}sphere{<0, 3, 0>, .1texture {pigment{color Black}}
translate 5.6*y translate 1*-z rotate 25*y}
cylinder {<0, 0.5, 0.1>,<0, 1.3, 0>,.40}
//ground{<0,1,0>,plane {y, 0texture {pigment { color Green }}
normal {bumps 1 scale 1}finish {phong .4}} fog {
fog_type2distance5color rgb 0.6 // grayfog_offset 0.3fog_alt0.2
turbulence 0.8}#include "skies.inc"sky_sphere { S_Cloud5 }
#include "textures.inc"
#include "shapes.inc"
#include "shapes2.inc"
#include "functions.inc"
global_settings { ambient_light }// camera ---------------------------------
camera {location <0.0 , 1.0 ,-3.0>
look_at <0.0 , 1.0 , 0.0>}
// sun ------------------------------------
light_source{<1500,2500,-2500> color White}
// sky -----------------------------------
sky_sphere { pigment {gradient <0,1,0>
color_map { [0.00 rgb <0.2,0.7,1.0>]
[0.45 rgb <0.0,0.1,0.7>] [0.55 rgb <0.0,0.1,0.7>]
[1.00 rgb <0.6,0.7,1.0>] scale 2
} // end of pigment} //end of skysphere
// create a sphere shape
sphere {<0, 0.5, 0> // center of sphere
0.5// radius of sphere// scale <1,2,1> pigment {Black}}
// used in global_settings, sets an overall brightness/ambient light level in the scene ambient_light color rgb <1,1,1>
// create a rainbow arc
rainbow {angle 45// degrees width 6// degrees distance 1000direction <0,-0.5,1>jitter 0.01arc_angle 180//degrees falloff_angle 60 // degrees
// up
[0.100 color rgbf <1.0, 0.5, 1.0, 0.8> ]
[0.214 color rgbf <0.5, 0.5, 1.0, 0.8> ]
[0.328 color rgbf <0.2, 0.2, 1.0, 0.8> ]
[0.442 color rgbf <0.2, 1.0, 1.0, 0.8> ]
[0.556 color rgbf <0.2, 1.0, 0.2, 0.8> ]
[0.670 color rgbf <1.0, 1.0, 0.2, 0.8> ]
[0.784 color rgbf <1.0, 0.5, 0.2, 0.8> ]
[0.900 color rgbf <1.0, 0.2, 0.2, 0.8> ]
}
}sphere{<0, 3, 0>, .1texture {pigment{color Black}}
translate 5.6*y translate 1*-z rotate 25*y}
cylinder {<0, 0.5, 0.1>,<0, 1.3, 0>,.40}
//ground{<0,1,0>,plane {y, 0texture {pigment { color Green }}
normal {bumps 1 scale 1}finish {phong .4}} fog {
fog_type2distance5color rgb 0.6 // grayfog_offset 0.3fog_alt0.2
turbulence 0.8}#include "skies.inc"sky_sphere { S_Cloud5 }
Wednesday, March 18, 2009
Sunday, March 8, 2009
TQ #7 Gapminder
I used GapMinder to compare math achievement in 8th grade with expenditure per student at the secondary level (represented by % of GDP per capita). I compared the countries of the U.S., Iran, Australia, and Japan from the years of 1998 to 2005. It is interesting because from the graph, it can be gleaned that as the expenditure per student rose (however, only minimally), the math achievement in all countries being compared decreased a bit in all countries except for the U.S., which seemed to rise about five points.
I think that GapMinder can be a powerful tool in education that helps foster higher-level thinking in students. It provides great visuals that can be intriguing to both teachers and students, and it is relatively easy to use. After a few instructional and practice sessions, I think that students would be able to use it independently. The use of GapMinder in schools can help students understand how the countries in which they live compare with other countries around the world over time, given assigned attributes on respective axes.
Some problems I foresee are that the topics listed for the axes might not be appropriate for all age and grade levels. The topics/labels that are currently present would not be appropriate or interesting for students definitely at the elementary level, and maybe not even for the middle school level. I realize that GapMinder was developed in collaboration with universities, governmental agencies, and other adult-oriented organizations (Carnegie Council); however, I think it would be a great tool to use in public schools at all levels if appropriate topics would be available.
http://www.policyinnovations.org/innovators/organizations/data/gapminder (Carnegie Council
I think that GapMinder can be a powerful tool in education that helps foster higher-level thinking in students. It provides great visuals that can be intriguing to both teachers and students, and it is relatively easy to use. After a few instructional and practice sessions, I think that students would be able to use it independently. The use of GapMinder in schools can help students understand how the countries in which they live compare with other countries around the world over time, given assigned attributes on respective axes.
Some problems I foresee are that the topics listed for the axes might not be appropriate for all age and grade levels. The topics/labels that are currently present would not be appropriate or interesting for students definitely at the elementary level, and maybe not even for the middle school level. I realize that GapMinder was developed in collaboration with universities, governmental agencies, and other adult-oriented organizations (Carnegie Council); however, I think it would be a great tool to use in public schools at all levels if appropriate topics would be available.
http://www.policyinnovations.org/innovators/organizations/data/gapminder (Carnegie Council
Thursday, February 26, 2009
TQ#6
The collaboration service we chose to experiment with and research as a team was Elluminate, and I chose to do a podcast as an individual. We chose Elluminate because two out of three group members never had the chance to use if before, and we figured the third group member could help us if necessary. Elluminate is also one of the most popular collaborating mediums available. I chose podcasting because again, I didn’t have any experience with podcasting, and I think it would be a great tool to be able to use in the classroom. There were successes and frustrations with each; however, I’m glad I got to experience both, as I think each time I use them I will become better versed and better prepared to take on frustrating situations posed by both.
The frustrations I experienced with my podcast were that the first time I tried to have all of the necessary files saved in places I could easily remember and access them, I could not find the correct “lame” file to use after I pressed the “Find Library” button. After about five minutes, as it was late at night, I gave up and figured I better wait until the next day so that I don’t throw my computer through the window. Needless to say, the next day when my brain was rested and clear, I looked again at the webpage that provided the tutorial for setting up one’s computer to adequately accommodate for podcasting. There it was, a link right in front of me to set up my computer so that the correct file of “lame” would be accessible to me. I clicked and downloaded, and I found the “lame” file in my computer file. I followed the directions to unzip the file and save the correct lame file; however, I couldn’t save the file. I went back to the link on the website and worked through the troubleshooting page. In less than one minute, I had the correct file of “lame” saved, and I was on my way to becoming a podcaster. I was also frustrated when after I followed the prompts on the tutorial for the audio setup, I couldn’t locate the screen that was posted on the tutorial. After I plugged in my headphones and configured the audio that way, the sound of my voice on the podcast was clear, and the loud noise when I played my podcast went away.
The successes I experienced in my podcast go hand-in-hand with my frustrations. Although I experienced frustrations, I felt the sensation of success when I went back to the drawing board and was able to record a short podcast of my voice. My next inquiry with podcasting will be how figuring out how to incorporate videos into my podcast.
As mentioned previously, my team chose to use Elluminate for our experiment with collaboration services, and I think it went pretty well for the first time I ever used it. My team members had already been exposed to it and had previously gotten to experience it in other jobs or classes. Again, my frustrations and successes with Elluminate coincide with each other. It was very exciting to see Kristen for the first time and to hear each other; however, when Cindy, our other teammate, joined us, I had trouble transmitting my video through my webcam and could see Cindy and Kristen but could neither transmit nor see myself. We also experienced some difficulty with our sound and a loud beeping noise; however, it seemed to subside after I fixed my audio settings (which Kristen kindly let me know about). A nice part about Elluminate is that even though the sound and the video transmitting didn’t work all of the time, we were still able to communicate via the whiteboard feature and the chat feature. Overall, I enjoyed my initial experiences with podcasting and collaborating via Elluminate.
The frustrations I experienced with my podcast were that the first time I tried to have all of the necessary files saved in places I could easily remember and access them, I could not find the correct “lame” file to use after I pressed the “Find Library” button. After about five minutes, as it was late at night, I gave up and figured I better wait until the next day so that I don’t throw my computer through the window. Needless to say, the next day when my brain was rested and clear, I looked again at the webpage that provided the tutorial for setting up one’s computer to adequately accommodate for podcasting. There it was, a link right in front of me to set up my computer so that the correct file of “lame” would be accessible to me. I clicked and downloaded, and I found the “lame” file in my computer file. I followed the directions to unzip the file and save the correct lame file; however, I couldn’t save the file. I went back to the link on the website and worked through the troubleshooting page. In less than one minute, I had the correct file of “lame” saved, and I was on my way to becoming a podcaster. I was also frustrated when after I followed the prompts on the tutorial for the audio setup, I couldn’t locate the screen that was posted on the tutorial. After I plugged in my headphones and configured the audio that way, the sound of my voice on the podcast was clear, and the loud noise when I played my podcast went away.
The successes I experienced in my podcast go hand-in-hand with my frustrations. Although I experienced frustrations, I felt the sensation of success when I went back to the drawing board and was able to record a short podcast of my voice. My next inquiry with podcasting will be how figuring out how to incorporate videos into my podcast.
As mentioned previously, my team chose to use Elluminate for our experiment with collaboration services, and I think it went pretty well for the first time I ever used it. My team members had already been exposed to it and had previously gotten to experience it in other jobs or classes. Again, my frustrations and successes with Elluminate coincide with each other. It was very exciting to see Kristen for the first time and to hear each other; however, when Cindy, our other teammate, joined us, I had trouble transmitting my video through my webcam and could see Cindy and Kristen but could neither transmit nor see myself. We also experienced some difficulty with our sound and a loud beeping noise; however, it seemed to subside after I fixed my audio settings (which Kristen kindly let me know about). A nice part about Elluminate is that even though the sound and the video transmitting didn’t work all of the time, we were still able to communicate via the whiteboard feature and the chat feature. Overall, I enjoyed my initial experiences with podcasting and collaborating via Elluminate.
TQ#6 cont'd.
One of the main necessities for educators is to be able to communicate and collaborate with other educators not only in their own schools or districts, but also with educators in other school districts throughout the state and country. With tools such as Elluminate, the cost of collaborating is essentially eliminated, we’re not tying up phone lines, and we’re not just making conference calls where we can’t see each other. One case study involving ElluminateLive! Involved the Chester County Intermediate Unit (CCIU), the Pennsylvania Department of Education, and 12 school districts wanting to improve their abilities to share information and improve communication (http://www.elluminate.com/sales/pdfs/PDE_CCIU.pdf). Gail Kennedy, Supervisor of Education Technology at CCIU, was pleased that Elluminate supports the use of both Macs and PCs, PowerPoint Presentations, Whiteboard features, and application sharing, which are all important tools used in the classroom. Overall, this study indicates that the supports provided by Elluminate were helpful, ElluminateLive sessions saved them time and money and provided immediate face-to-face contact, and it sparked ideas for utilizing it in classrooms. ElluminateLive can also be used to reach students who are out of school for extended periods of time due to illnesses or other issues, and it can be used to communicate with other students throughout the country. For higher education students, Elluminate Live could create an endless list of opportunities for students to access classes that are not offered at their colleges.
Podcasting has benefits for both educators and students as well. The school at which I was employed last year used podcasting for its gifted students, where they would create weekly podcasts. Since I was not directly involved, I am not quite sure what they did with their podcasts, but I imagine they used them for communicating with other students in other school districts. So again, podcasting creates opportunities for students and educators to communicate easier with people who live throughout and the country and even the world in an instant. Students absolutely love working with technology, and they love having the opportunities to engage more frequently with different types of technology. It would be great, as in every other area of technology, if teachers were more comfortable using podcasts so that they feel comfortable guiding their students in how to effectively use it for educational purposes. How engaging it would be!
Podcasting has benefits for both educators and students as well. The school at which I was employed last year used podcasting for its gifted students, where they would create weekly podcasts. Since I was not directly involved, I am not quite sure what they did with their podcasts, but I imagine they used them for communicating with other students in other school districts. So again, podcasting creates opportunities for students and educators to communicate easier with people who live throughout and the country and even the world in an instant. Students absolutely love working with technology, and they love having the opportunities to engage more frequently with different types of technology. It would be great, as in every other area of technology, if teachers were more comfortable using podcasts so that they feel comfortable guiding their students in how to effectively use it for educational purposes. How engaging it would be!
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