Project 6 - ChemDraw

For this final project, I chose to discuss the program ChemDraw.  ChemDraw is part of a Chemistry Office series for drawing chemistry and biology related structures and other images.  Similar to Microsoft Paint, ChemDraw begins with a blank canvas and contains a toolbar, which allows one to do several functions.   

For Chemistry, it makes a great workstation for building molecular structures and reactions, naming the structures drawn, and also converting back and forth between 2D and 3D models.  Structures can be created from scratch, chosen from starting molecules, or edited from pre-existing molecules.  Additionally, calculations can be taken from the structure allowing the editing feature one step further.  Having drawn a structure, the program can calculate a variety of its properties or alter the angles and bonds of a molecule. On a more advanced level, this program also helps identify stereochemistry and interpret chirality. It also serves to interpret analytical features such as NMR and IR data.

It can be used by both students and teachers.  It is much more convenient for a teacher to draw molecules using this program, than using a non-scientific comparable program like Paint or Microsoft Draw.  Students can also benefit from utilizing this program because they will learn how to draw molecules, name molecules, and also explore the molecule in 3-D without having to use model kits.  It provides a quick and convenient way of analyzing physical properties of molecules with formulas, molecular weights, compositions, and mass. 

Below I have attached 3 samples using ChemDraw.

The first is the molecule of benzene I created and analyzed with ChemDraw.  Upon drawing the benzene ring, there is a tab that analyzes the physical properties of the specific structure.

The second is a reaction I drew of arginine and glycine to synthesize creatine. Notice the arrows with side arrows and equilibrium arrows.  These shapes and images would be much more difficult to draw in Microsoft Paint!

 

The third is an example (sample taken from ChemDraw) to illustrate the versatility of this program and some neat ways it can be used for other subjects like biology.  Many of these cell images are like stamps that already exist in this program.  You can pick and chose which stamp you want to use and move it around much like how Microsoft Paint allows you to use clip art images.

All in all, this is a great tool to use in the science classroom.  It provides an educational and creative opportunity for students and teachers.  The only limitation to this software is the cost and availability.  I discovered this resource when I attended the University of Minnesota, however I am not sure how widely used it is in high schools and other public institutions.  Unfortunately, in order to create and edit such saved examples, one would actually need to install the software.  Once installed, you are able to save your drafts as PDF or JPG files, which can then be accessed more freely... which I had to do in this case to spotlight my examples above!

Project 5 - Podcast

For this project, I chose to create a podcast on BSCS's 5 E's, which is a teaching model for a science curriculum.  The program used is called Profcast, which allows one to voice over a PowerPoint. 

The most challenging (and slightly frustrating) aspect of this project was I did not feel that Profcast is very user friendly.  For instance, while I was recording, I made an error and needed to stop.  When I went to continue, it started the PowerPoint from the beginning, instead of the slide where I had left off.

The most rewarding part of this project was facing my fear of recording and listening to my own voice!  In the past, I tend to avoice having to listen to my own voice...which never really sounds like me.  After having to listen and edit my podcast, I have learned to accept it!

Using Podcast technology in the classroom can be extremely useful for an educator, especially during an absence.  Instead of hoping the subsititute teacher will carry out the lesson plan as intended, a teacher can pre-record the lesson, making in into a Podcast.  Plus, with the options of using stop and go's, it can be interactive if neccessary. Podcasts also allow one to give verbal instructions to individuals without having to divert attention from the other students who may not need those same instuctions.

Project 4 - Instructional Website

This project of creating a website has been the most challenging, yet rewarding application in technology.  Creating a website is something that I was least experienced with and also had the most difficulty creating.  Additionally, as a group project is was not easy to come up with (and agree upon) an interdisciplinary theme relevant to biology, math and chemistry.

So, what did our group come up with? Nothing short of being school appropriate....Blood Spatter Analysis.  And yes, we included a disclaimer.

We equally shared the role of the introduction of our interdisciplinary theme as well as the final project.  My specific role on the team was to assist in creating a webpage on the chemical aspects of blood.  Additionally, I discussed how one can detect blood with the chemical, lumionol.  I briefly covered the reaction of luminol and how it is activated with the iron found in hemoglobin and how it acts as the catalysis of the reaction.  You can view our website at https://sites.google.com/site/bloodspatteranalysis503/.

There are many benefits for a teacher to create and utilize a website.  A website is very personal and informative.  It is FREE when using Google Sites and can be created/changed/updated easily (with experience).  It would be a great way to post announcements, assignments, test dates, etc.  Most importantly, it is easily accessible.  Parents and students can utilize it from home.  I believe it is a great way to bring the classroom and media together as well as bridging the communication gap between teachers and parents.  Cons?  Well, it is difficult to master :)

Project 3- iMovie

My iMovie corresponds to Indiana Standard SCI.C.9.2 2010 - Illustrate the variety of molecular types formed by the bonding of hydrogen atoms and describe the typical properties of these molecular types.

The most challenging aspect of developing this project was finding pictures with a high resolution.  I often found that my images appeared pixellated.  Aside from a few blurry images here and there, it was also frustrating not to be able to work on this outside of class.  I spent most of my in-class time looking for better quality images!!!

The most rewarding aspect of this project was seeing the finalized version.  With text, audio, and transitions accompanying my images, everything fit together nicely.

I see this iMovie (and hopefully others) as a great approach to introducing a new topic to students. It is a neat way to get them engaged and interested in a topic.   It would also make a useful complementary media to go alongside a lecture. 

Students could also use iMovie as a supplement source for learning or create their own for a project or presentation.  It would be a great way to combine their artistic and creative skills with science!

Project 2 - Action Powerpoint

The creation of my chemistry action Powerpoint is intended for an interactive review session on electron configuration.  This activity corresponds to Indiana Standard SCI.C.2.5 2010; Writing the electron configuration of an element and relate this to its position on the periodic table.

The biggest challenge of this project was simply the organization/layout of all the slides prior to creating the action buttons.  I found myself having to re-program almost all of my action buttons half way through the completion of my project after realizing I had not created enough ‘incorrect answer’ slides for each question. 

The most rewarding aspect of this project is seeing my Powerpoint in action (aka slideshow view).  It is extrememly fascinating to go from linear slides to the multiple possibilities of directions the action slides can take.  Some of the most compelling reasons to use Powerpoint in the classroom are the endless possibilities one can do with this software. Powerpoint is often times a favorite media supplement in the classroom. From lecture outlines to interactive reviews and games, Powerpoint’s versatility can be extremely useful in the classroom.  It can be created, edited, monitored, and controlled by the instructor.  Additionally, it can easily be saved and stored for convenient access to be used year after year!

For teachers who want to implement the use of Powerpoint in their classroom for the first time, I caution them to use it in moderation.  Just because it is technology, does not make it effective instruction.  A Powerpoint should not replace lessons or curriculum content.  Instead, it should be used a supplement on other teaching methods.  I also recommend using the kiosk mode for interactive activities using Powerpoint.  This mode helps ensure that students are actively participating as well as completing the entire slideshow.

All in all, Powerpoint is a great tool in the classroom.  Aside from the interactive review on electron configuration, I will also utilize Powerpoint to reinforce lectures, show charts, graphs and images, and play Jeopardy!

Project 1 - Track

The track I created on TrackStar is called What's the Matter? It was created for a high school chemistry audience and accompanied with Indiana State Standards SCI.C.1.5 2010- Describe the characteristics of solids, liquids and gases and changes in state at the molecular level and SCI.C.1.2 2010- Observe and describe chemical and physical properties of different types of matter.  


The topic was chosen to reflect the standards stated above as well as go beyond the common three states of matter.  I selected these standards because there is more than the common phases of a solid, liquid, and gas which should be addressed at the high school level.  My criteria for selecting websites for my track was that they be at a high school level, although I began the beginning slide used an introductory site (geared more for kids) and progressed to a few university sites (for a more mature target audience).  This way, the students will be able to ease into the complexity of matter and the several phases that exist.

The task chosen for this track was a fill-in-the-blank section, note organizer (chart), and a reflection question.  I wanted to cover a range of questions that involved higher-order thinking skills.  Additionally, I chose these tasks so the students will need to browse through the entire track before completing.

The only issue I had while completing this track was to ensure that the websites I chose were accredited.  I managed to overcome this by carefully filtering through websites that ended in .com.  Therefore, the majority of the sites I chose are from a .org, .edu., or .gov.  One exception to this was an interesting YouTube video I linked, although the creator of this video comes from The University of Maryland, College Park.

You can find this track at 

http://trackstar.4teachers.org/trackstar/ts/viewTrack.do?number=442121

Alternatively, you can search for my TrackStar creation, which is track #442121.

Hope you enjoy!

Introduction to PhotoShop

Other than some basic editing of a photo to reduce redeye, crop, or rotate, my Photoshop skills were extremely limited.  What I enjoyed most out of this Photoshop introduction was the artistic alterations you can make to a picture.  My favorite technique is the desaturation of a picture followed by the history brush to color in an object.  It allows an object of significance to be the highlighted focal point of the photo! I have always been fascinated by this selective coloring technique, only I never knew how to do it.    Who knew it would be so simple to master!

This is my before picture.  It was taken at the Sculpture Garden in Minneapolis, MN back in 2010

This is my after picture.  I desaturated the image, and used the history brush to carefully re-color the red cherry.  Notice the rainbow :) 

Technology Autobiography

My name is Sarah and I’m a first time blogger!  I began my Masters in Secondary Education program at Indiana University- South Bend this past fall. My content area is currently Chemistry, although I may expand to Math and Biology at some point in the future.  I am enthused by the subject matter of this course in media applications and intend to build my skills in technology for both inside and outside the classroom!

When it comes to technology, I am not highly knowledgeable of the technological world.  I tend to just get by with the basics of a variety of devices.  I utilize my cell phone and computer on a daily basis.  I also use other devices frequently including a watch, digital camera, radio, TV, Ipod, and GPS.  My iphone is the one device I carry with me practically everywhere I go.  Ironically, my cell phone can be used as everything mentioned above.  Additionally, I use it to play games, read books/articles, check e-mail, and it can also be used as a calculator.  It is amazing how far technology has come for one device to be so versatile and universal. 

Technology is generally used to simplify our lives.  It allows us to communicate almost instantly with a touch of a button.  Additionally, technology is used to educate/ inform others.  An unlimited amount of information can be discovered over the World Wide Web.  We hear the news, weather, and current events over the radio, TV, computer, and cell phones.  We find out updates about our friends, families, communities much sooner than if we were not connected to these people through technology. 

Most forms of technology require a battery or other electrical power source.  We often forget what life is like without these devices- that is, until we lose power.  Once there is a black-out or the battery dies we then remember how much we rely on technology and how “lost” we feel without it.  That is, until we reunite with our obsolete friend, the telephone, whose phone line can is undisturbed by such power shortages. 

Some of the technologies that have had the most significance to me are the alarm clock – the device that gets me moving each and every morning; my cell phone- which allows me to stay in touch with others as well as them able to get a hold of me; the internet – a place I can get lost in browsing, yet find the answer to almost any question; and the GPS – which has practically saved my life on a number of occasions when I have been literally lost.  I am thankful to not know anyone who relies on assistive technology for any health conditions like a pacemaker or hearing aid, yet I do realize that these means of technology must have a much more significant impact to those who rely their life on them, then the technology I use for my own life’s simplicity.

Technology is all around us and it is nearly impossible to not incorporate it into our classroom.  It is a tool that can provide an infinite amount of possibilities.  My future integration of technology will heavily rely on what I learn throughout this course.  Up until now, I am not tech savy.  I know only the basics of computers and other devices, but have an open mind for what is yet to come!

Assistive Technology

Often times, the educational needs of individuals with physical disabilities are no different than their nondisabled peers.  Instead, the issues exist when the resources needed to deliver this education is inadequate, limited, or unavailable.  Assistive technology has come a long way as far as the versatility in technology assisting such a large population of persons with disabilities.  

A significant development in assistive technology is the non-touch computer and affiliated software.  This technology has opened the doors for the amount of communication between those with cerebral palsy, muscle dystrophy, or other disabilities that limit the mobility of hands or accuracy of fine motor skills.  Although these advancements over the years have helped improve the education a person with disabilities can receive, there are still issues associated with assistive technology.  

Technology in itself is expensive, and this relatively new assistive technology requires professional training and expertise for educators, students, and their families.  The costs are high and the expertise and training with such technology can be limited, especially in the public school system.These factors play a large role in whether or not a disabled person can (or will) receive a quality education equivalent to their nondisabled peers.  

After watching the movie, Freedom Machines and our in class discussion, I have pondered on the idea of whether technology will fully complete the education gap between disabled students and their nondisabled peers.  The technology available now seems almost limitless, however is such assistive technology inclusive to every disability?  Perhaps not yet.  I sure hope there are advocates out there that are continually looking for ways to create new technology that may just help the minorities of disabilities!