t h e ap p p ro j e c t
THE INTERVIEW //
an evening with Erin Christiansen
// THE APP PROJECT, INITIAL RESEARCH
ERIN CHRISTIANSEN // Full-time student Environmental studies, BS German, BA French, minor Hometown: Chanute, Kansas, SEK Dream job: Save killer whales in Canada Can’t go a day without wearing her Jayhawk earrings, class ring & cross necklace Lives for KU basketball video montages Loves writing and receiving snail mail despite the tediousness of the U.S. Postal Service Will someday seclude to the Rockies with a bulldog, huskie, and horses in tow Life motto: Determined to be hip and cool forever // THE APP PROJECT, INITIAL RESEARCH
“When it comes to music, I roll with the punches. Indie rock mountain man music up through rap and hip hop.
But never country. I don’t own enough belt buckles for that.”
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GAME BOARD // 7:30 WAKE UP
BREAKFAST:
TEA / TOAST / FRUIT
GET DRESSED CLOTHES / HAIR / MAKE UP
WALK TO CLASS
FIND SEAT IN LECTURE HALL BUDIG/WESCOE
STEAM WHISTLE HUZZAH
GET OUT NOTE-TAKING SUPPLIES
LECTURE
NOTES ON NOTES ON NOTES
QUIZ WALK HOME
WALK TO LIBRARY
REVIEW OFFICE HOURS
TEST
EMAIL TA ABOUT QUESTIONS
EMAIL PROFESSOR IF BIG QUESTION
HOMEWORK
READING
LAB REPORT
STUDYING
MEMORIZING
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THREE PROBLEMS // 1. The live music experience 2. Language homework, website overload 3. Big lectures, big confusion
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FIRST PROBLEM // Live music Expensive Standing around, waiting for sets to change Timeliness is a no go. Ever. IHeartLocalMusic.com Openers lame, sometimes (Arabmuzik) Openers utilizing app to gain exposure
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WORD LIST //
HOW IT SOUNDS. HOW IT MAKES YOU FEEL. MOOD OF NOISE. LISTENING, NOT HEARING. HOW CAN THIS BE PUT INTO AN APP?
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SECOND PROBLEM // Language homework references Four different sites to do one hw assignment Word Reference / Canoo.net / Google translate / Dict.leo Professor refuses to use Blackboard, email, internet Expectation confusion Student to student relationships
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WORD LIST //
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YOU HAVE QUESTIONS. AND YOU KNOW THERE ARE PEOPLE WITH THE SAME QUESTIONS. YOU ALSO KNOW THERE ARE PEOPLE WHO CAN ANSWER THOSE QUESTIONS. BUT WHERE DO YOU GO? // THE APP PROJECT, INITIAL RESEARCH
THIRD PROBLEM // Falls asleep in lecutre (bio & chem) Why? Boring. Not enough visuals. Bad powerpoints. What makes them bad? Layout, type, bad diagrams & visuals No reason to care about information No time for further explanations or questions. Purely lecturing. Nothing else.
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WORD LIST //
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Major events in earth history
LECTURE SLIDES // Major events in earth history 1/28/2013
Major events in earth history
mya
Ma = millions of years ago
Paleozoic: Ordovician (488 - 444 Ma)
Origin of Earth
Life on land
• Surface of earth cooler, solid • NewMa atmosphere, = millions ofwater years ago
Colonization of land • This is a massive event! • Changes visible from space – (if anyone were around to look) • From Planet Ocean with brown continents, • To Planet Ocean with GREEN land
• Approximately 4.6 BYA • Planets condensed from rotating cloud of dust & gas
Evolution of multicellularity Evolution of eukaryotes
– From Life onimpacts land of asteroids, icy
Evolution of O2 photosynthesis
?
proto-planets, etc. – Outgassing from volcanos Evolution of multicellularity – No molecular Oxygen (O2) – No ozone layer
Origin of life
Plants move to land Origin of earth
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1
mya
Archaean Eon, ~3.8 BYA
Paleozoic: Ordovician (488 - 444 Ma)
Archaean Eon, ~3.8 BYA
• Surface of earth cooler, solid • New atmosphere, water
Paleozoic Era: Silurian Period (444 - 416 Ma) • Gnathostomes: jawed vertebrates with paired fins Some with bony plates • Plants: vascular tissue
• Ended with a mass extinction • Life originated early in Archaean
– From impacts of asteroids, icy proto-planets, etc. – Outgassing from volcanos – No molecular Oxygen (O2) – No ozone layer
– Proportionally 2nd largest?
• Lots ofof UVeukaryotes radiation Evolution
But still have no leaves
• Lots of UV radiation
• Rocks & minerals- types seen in
Mass extinction Plants move to land
• Rocks & minerals- types seen in absence of free oxygen
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Earliest definite fossils~ 3 BYA
• plants diversify: • Gradual formation of continents • 2.7 BYA: photosynthesis
– bacterial communities
– Ferns, “club mosses,” horsetails (20 m trees), depended on water for reproduction – Seed plants appear at end (gymnosperms) Don’t depend on water
– Autotrophic cyanobacteria
• 1.5 BYA
• Heterotrophic
• No O2 in air
1/28/2013
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Paleozoic Era: Carboniferous (360 – 299 Ma)
– glycolysis – Make O2, change oceans & atmosphere
• Then aerobic heterotrophs – Glycolysis AND Krebs Cycle (TCA cycle)
Fig. 25.9
• Loosely called prokaryotes – – – – –
Circular chromosome No nuclear membrane No intracellular membranes No organelles Etc.
Vertebrates:
Main differences from “prokaryotes”: – Linear chromosomes – Nucleus – Membrane-bound organelles • Endosymbiosis: bacteria “eaten” by eukaryote ancestor
• Next, photosynthesizers (autotrophs)
(416 – 360 Ma)
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Origin of Eukaryotes (~2.100 BYA)
– Mostly vascular plants w/o seeds
• move to land: amphibians
Begin oxygen
8
Eastern Kansas: marinelimestone, shale terrestrialcoal
We’re in the Phanerozoic Eon (since 0.54 BYA or 542 MYA)
mid-Paleozoic: 356 Ma
Eastern Kansas: Cuesta Topography
– Marine animals diversify: – (Cambrian Explosion) – Colonization of land – End-Permian mass extinction
• Surface of earth cooler, solid communities • New atmosphere, water • Heterotrophic
KS
•Mesozoic life – Dinosaurs diversify – Flowering plants – End-Cretaceous mass extinction
W
E
•Cenozoic life – Mammals diversify – Repeated ice ages – Humans evolve
Paleozoic Era: Cambrian period (542-488 Ma) • Cambrian explosion = great radiation • Most phyla of animals appear – And some we can’t assign to current phyla • Evolution of hard shells/skeletons – Shell-less relatives evolved earlier?
Cambrian explosion
mya
Sea level fluctuation due to glaciers in Gondwana
Paleozoic: Cambrian (542-488 Ma)
– From impacts of asteroids, icy – mop up organic proto-planets, goodies in sea etc. – Outgassing from volcanos – Anaerobic –• No molecular Oxygen (O2) No O2 in air – No ozone layer
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Kansas Surface Geology
Time travel in Kansas
Elevation: Pinkish-highest Blue-lowest ~3000 ft difference
• Cambrian Period ended with a mass extinction – Lost many echinoderms & trilobites
Geological Time: ~340 million years
• Lots of UV radiation
Cambrian explosion 12
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2
Earliest definite fossils~ 3 BYA
– bacterial
Limestone deep water Shale shallower water
•Paleozoic life
– ~1.2 BYA, small algae – ~0.64 BYA, soft flat sea-floor creatures?
1
• look like modern bacteria • Stromatolites Archaean Eon, ~3.8 BYA
Woody plants, widespread tropical climate, equator on Appalachians & N. Europe
Devonian mass extinction
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Fig. 25.9
Multicellularity 1.2 BYA
3
• Amphibians & insects diversify • Swamp forests coal
– Two subclasses of bony fishes • Ray-finned ( most fishes) • Lobe-finned – Lobes modified into limbs
Origin of earth
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Paleozoic Era: Devonian Period Our cast so far: • First, anaerobic heterotrophs
Origin of life
– Chelicerates (including mites, harvestmen, scorpions, extinct groups…) – Mandibulates (including millipedes, insects)
Major events in earth history 1/28/2013
Major events in earth history
?
Paleozoic Era: Devonian Period (416 – 360 Ma) • Animals move to land: arthropods
for reproduction
– Atmospheric O2 reaches ~modern level – 21% O2
– mop up organic goodies in sea – Anaerobic
Evolution O2 photosynthesis absence of of free oxygen
16
Paleozoic Era: Devonian Period (416 – 360 Ma) “Age of Fishes”
Proterozoic Eon2.5 to 0.5 BYA
• look like modern bacteria • Stromatolites
Begin oxygen
Archaean Eon, ~3.8 BYA
1/28/2013
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• Rocks & minerals- types seen in absence of free oxygen // THE APP PROJECT, INITIAL RESEARCH
h
– Two subclasses of bony fishes • Ray-finned ( most fishes) • Ray-finned ( most fishes) BUT WHAT MAKES THEM history • •Lobe-finned Lobe-finned
• move to land: amphibians • move to land: amphibians – Lobes modified into limbs – Lobes modified into limbs
BAD? //
Devonian Devonian mass extinction mass extinction
c Era: Devonian Period 19 19
(416 – 360 Ma)
Afraid of white space, no breathing room Text + images + diagram/model
sses of bony fishes ed ( most fishes) ed
d: amphibians Eastern Kansas:
Paleozoic Era (360 –
Information overload
• Amphibians & • Swamp forest
But what makes this layout tiring? The information’s the same. Would is be advantageous presented differently?
mid-Paleozoic:
Eastern Kansas: fied into limbs mid-Paleozoic: marinelimestone, shale marinelimestone, shale 356 Ma terrestrialcoalDevonian 356 Ma terrestrialcoal mass extinction
– Mostly vascu
Easter Easte
widesp equat
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MODEL // WHY ARE LECTURES SO AWFUL?
PAINFUL TO 3 SENSES
SEEING
HEARING
BUT WHY POWERPOINT?
TACTILE
information overload
same speaker over again
clip art, pixelated images
microphone, no microphone
poor typeface choice
EASY TO ACCESS
USER EASE
BASIC KNOWLEDGE
UNIVERSAL
MICROSOFT WORD PACKAGE
INDESIGN? NOPE.
TEMPLATES
RETRACE MISSED INFO
EASY TO ZONE OUT
expensive
already have notes
too much design freedom
but only bare minimum
more buttons, more complicated
fall asleep
acrobat not accessible to everyone
is class even worth it?
NO TIME FOR QUESTIONS
EXPECTED
public speaking abilities
diagrams, too small
HOW DOES THIS AFFECT THE STUDENT EXPERIENCE?
WHY IS IT EASY TO USE?
accent, hard to understand
diagrams, not explained type size, too big, too small same ppt format, boring pencil, paper, eraser
too much text
sit there, no movement
too many example problems animated text
talked to, that’s it
title, sub title, body text
applications?
TIME EFFICIENCY
HOW CAN WE LEARN BETTER?
CONCISE INFO
LEARN IN MULTIPLE WAYS hear information seen information interacted information
segmented time
applied information halfway point break presentation cut down on time? GET QUESTIONS ANSWERED
SAVE TIME
professor’s time ta’s time most importantly... your time answers when ? arises
APPLICATIONS OUTSIDE SCHOOL?
CAN AN APP CUT OUT TIME WASTED IN CLASS?
not efficient with info presentation
cut the crap focus. learn. understand.
work place quick and easy guide to do’s, not to do’s universally improved presentations
EFFICIENTLY PRESENTED INFORMATION
QUESTIONS ANSWERED IMMEDIATELY
STUDENT/ STUDENT INTERACTION
TEACHER/ STUDENT INTERACTION
PRESENTATIONS. GOOD ONES.
HIGH EFFICIENCY LEARNING
waiting to hear back from email wasted learning period give ta’s something to do during lecture
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t h e ap p p ro j e c t
“I have questions & I know others have the same questions. There are people with the answers. I need a place where all of those
CONNECT.�