I have created a document on HOW TO CREATE AND PUBLISH A BLOG POST on the KABT website for teaching those needing a little guidance. I hope it helps. If you have any questions, etc… please feel free to contact me. I’d be glad to offer advice and encouragement.
This morning, I saw a twitter post on an interesting new free phone app. Here is a brief video on the app posted at YouTube:
and here is what the developers say on their website:
Leafsnap is the first in a series of electronic field guides being developed by researchers from Columbia University, the University of Maryland, and the Smithsonian Institution. These researchers are working on visual recognition software to help identify species from photographs. Leafsnap is the first in a series of electronic field guides being developed to demonstrate this new technology. This free mobile app helps identify tree species from photographs of their leaves and contains beautiful high-resolution images of their flowers, fruit, petiole, seeds, and bark. Leafsnap currently includes the trees of New York City and Washington, D.C., and will soon grow to cover the trees of the entire continental United States.
Leafsnap turns users into citizen scientists, automatically sharing images, species identifications, and geo-coded stamps of species locations with a community of scientists who will use the stream of data to map and monitor the ebb and flow of flora nationwide.
The genesis of Leafsnap was the realization that many techniques used for face recognition developed by Professor Peter Belhumeur and Professor David Jacobs, of the Computer Science departments of Columbia University and the University of Maryland, respectively, could be applied to automatic species identification.Professors Jacobs and Belhumeur approached Dr. John Kress, Chief Botanist at the Smithsonian, to start a collaborative effort for designing and building such a system for plant species. Columbia and the University of Maryland designed and implemented the visual recognition system used for automatic identification. In addition, Columbia University designed and wrote the iPhone, iPad, and Android apps, the leafsnap.com website, and wrote the code that powers the recognition servers. The Smithsonian was instrumental in collecting the datasets of leaf species and supervising the curation efforts throughout the course of the project. As part of this effort, the Smithsonian contracted the not-for-profit nature photography group Finding Species, which collected and photographed the high-quality photos available in the apps and the website.
Once downloaded and opened, one can challenge oneself to one of a number of identification “Games”, “Browse” the current field guide of 184 plants, set particular “Options”, and take a picture using the phone’s built in camera that should automatically upload to the leafsnap database via “Snap It!”. Once you have uploaded images, I assume you can view your own “Collection”.
Once you are browsing, you can view the species contained in the app using their common or scientific name, in a manner familiar to iPhone users and also used by National Geographic’s bird identification app. By clicking on the image icon in the upper left-hand corner of this screen, the app toggles between displays of a representative leaf, flower, or fruit associated with each tree specimen, a nice feature that could help to confirm one’s hypothesis of identification.
Once you select a particular species, you can view a collection of detailed images of the trees leaves, flowers, fruits, seeds, and bark, or use the image icon in the upper right-hand corner to toggle to a dispaly basic information on the species being viewed.
The games section includes timed quizzes that test one’s ability to identify tree specimens by leaf, flower, or fruit in the “Leaf Challenge”. The second image below is a screen shot of this game. The name of the tree leaf to identify with a finger tap is noted, while the number correct and time left are noted in the upperleft and right-hand corners of the screen, respectively.
In “Green Sweep” you are given four leaves to identify that are floating around the screen. You identify each by moving them into their appropriately labeled square, with a touch and a drag. If correct, it challenges you with another four leaves to identify, and continues in this manner until your time is up. Each of the game categorizes your exepertise based on your score at the end of the game.
In using ”Snap It!” the app uses the phone’s built in camera to take a picture which is then uploaded for identification by the recognition software described previously.
Sadly, I have not been able to get this function of the app to work completely. I went out a tried to take a picture of a redbud leave only to realize that your are supposed to take the picture of the leaf on a white background (I hadn’t read the top of the screen). The app realized this though and informed me which was demonstrates its sophistication.
After correcting this mistake, I had issues with the app crashing when I took a picture within the app. So, I exited the app and took the picture within phone’s camera app, and selected to chose that image from within leafsnap. This time, I experienced crashes while the app attempted to upload the image for identification. I even changed the image resolution to small in the options setting to no avail.
With the number of people working on this app, I imagine that such problems will be solved in a short time. I only wish they had a way to report bugs via the app or on their website. If and when I get this aspect of the app working, I will edit the post and make a comment to report changes.
I look forward to using this app with my students!
Addendum:
Since the time of the orignal post, I e-mailed leafsnap, noticed that an update was posted on twitter, downloaded the update, and tried to upload an image of a Redbud from my back yard again. This time it worked!
After uploading the image, it loads results to your phone. The results are ordered, I assume by some probability of it being a match with the outline of the uploaded leaf image (you can see the top three results in the middle image above). If you click on the “map” button at the top of the page it shows where the leaf was collected (dang, now you know where I live).
To verify a particular result, one finger swipes across the chosen selection to bring up the red label button (first image above), and selects the “label” button by touching it (second image above). Once this is done, the labelled image now appears in your “Collection.”
Pretty cool!
Now, I challenge you to be the second to add an image from the Kansas landscape!
Well, the “timeline” that he created for this post using the online generator at Dipity.
I assumed that this online tool was pretty user friendly and I took a short time tonight to create a sample timeline containing one-event (Ed’s contains 25 with links to his history of blog posts on the topic), and a 3-page document with directions and screen shots for Creating a Timeline using Dipity. For those that have used the Dolan DNA Learning Center’s DNAi website timeline to support student understanding of the history of molecular biology, Dipity will allow your students to demonstrate higher level learning through creating their own understanding of such history.
I don’t know what I am going to have my students create yet but this is definitely a tool worth exploring, and I am certain that students will have an enjoyable time being creative with Dipity.
American Scientist Pizza Lunches are informal lectures where scientists present new research to an audience of non-scientists. The talks are hosted in Research Triangle Park, North Carolina, at the headquarters of Sigma Xi, the Scientific Research Society, the publisher of American Scientist magazine. Originally intended to help inform local science communicators about current and controversial topics, the Pizza Lunch talks are now available to anyone online, and new talks are posted periodically during the academic year.
Download individual talks through following the links below (clicking on the image above will take you to the general Pizza Lunch Podcast website).
Whole Genome Analysis in the Clinic
James Evans, clinical researcher in genetics at the University of North Carolina Evans urges us to support genomics medicine research but asks us to temper our enthusiasm until it becomes a proven tool. (April 20, 2010)
Genomic and Personalized Medicine
Geoffrey Ginsburg, director of the Center for Genomic Medicine, Duke University Ginsburg presents advances and ongoing research in personalized medicine, from prescribing cancer drugs to predicting flu symptoms. (March 30, 2010)
Metapopulation Dynamics of Oyster Restoration in Pamlico Sound, NC
David Eggleston, director of the Center for Marine Science and Technology, North Carolina State University Eggleston discusses the challenges of conserving and restoring North Carolina coastal ecosystems, particularly oyster reefs. (January 26, 2010)
An Empire Lacking Food: The Astonishing Existence of Life on the Deep Seafloor
Craig McClain, assistant director of science, National Evolutionary Synthesis Center
McClain explores how the meager availability of food on the deep seafloor shapes the ecology and evolution of the animals that live there. (December 15, 2009)
The Evolution of the Human Capacity for Killing at a Distance
Steven Churchill, professor of evolutionary anthropology, Duke University Churchill presents his research on the evolutionary origins of projectile weaponry, and how weapon use changed interactions between humans and other species—including, perhaps, the Neandertals. (October 20, 2009)
Our Energy Future: Science and Technology Challenges for the 21st Century
Thomas Meyer, director, Solar Energy Research Center, University of North Carolina, Chapel Hill Meyer discusses the status of the world’s energy supply. In particular, he presents the idea that the sun’s energy could be used to make fuels from water and carbon dioxide for heating, transportation and energy storage. (September 24, 2009)
Everything Is Dangerous: A Controversy
S. Stanley Young, director of bioinformatics, National Institute of Statistical Sciences Young critiques statistical analysis by some epidemiologists, especially their multiple testing of data sets obtained from observational studies. (April 22, 2009)
From Cloning to Stem Cells: How Can Pigs Help Us Solve Problems in Human Medicine?
Jorge Piedrahita, professor of genomics, North Carolina State University College of Veterinary Medicine
Piedrahita describes his research with cloned swine and how their abnormal growth provides insight into human placental defects, the ways transgenic pigs may help grow human tissue and how pigs could help advance stem cell therapies. (March 25, 2009)
I discovered this site via a twitter link today and thought it might provide another means of bringing scientists, although virtually, into the classroom. Otherwise, if you don’t have a subscription to the American Scientist, it is one of my favorite periodicals.
A collection of 20 NPR audio stories previously broadcast on Morning Edition or All Things Considered that provide an eclectic and pretty comprehensive prespective on human evolution. Topics include, skin color, walking and running, tools and weapons, diet, brain development, talking and language, culuture and belief systems.
I have not used this resource in class having just noticed it while preparing my previous post on the NPR Science site. If you have used it before and have particular suggestions on its integration please share your experiences with a comment.
This morning, while browsing through science related twitter posts, I became aware of Google Lab’s new Body Browser, at http://bodybrowser.googlelabs.com/.
After downloading the Google Chrome browser, which appears to be required for the use of this website, I played around a bit, and took a few screen shots so that you could see what is available.
The format is similar to Google Maps or Google Earth with regards to the clickable tool allowing one to zoom in and out, and to rotate left, right, up, and down. Underneath this tool, is a sliding bar with icons for the different systems of the human body. As one slides the bar vertically through the icons, the human body progressively displays each system with the current system becoming more transparent as you pass into the next. The systems are not identified but correspond to the external body, muscular system, skeletal system, internal organs, circulatory system, and nervous system (see the screen shot images that follow).
External Body
Muscular System
Skeletal System
Internal Organs
Circulatory System
Nervous System
As you can see in the next two images, you can zoom, turn on labels at the bottom of the sliding bar, and select a particular labeled item of interest. Once selected that item will be highlighted relative to the surrounding tissue. At the moment there aren’t links to information about the particular body parts you select, but I imagine that that will be in a future version. Click here if you want to give Google Labs feedback and suggest features that would be useful to you.
Nervous System zoomed in on the Brain with Labels On
Image of the Obicularis Oculi muscle selected
Beside viewing the human body in the manner described above, one can selectively adjust the relative transparency of each layer at the same time as well. To select this second option, click on the oval icon having three vertical lines, just above the labels selection. Once completed, this displays a sliding bar for each system. The following image is a screen shot showing such an image.
Viewing Multiple System Layers
While preparing this blog post, my 1st grade son said, ”We could see all this better if we cut open a person”.
At first, I hestitated acknowledging the comment wondering if he had been exposed to too much violence on television. But after a pause, he added, “The person could be dead already.”
I asked, “Where could we get a dead person?”
He suggested, “A junk yard.”
Having been to a funeral recently, I reminded him that most humans bury their dead, and that it would be against the law for one to dig up a grave.
I added though that Andreas Vesalius did just that in the 1500′s!
I imagine he might be proud of Google’s new Body Browser, as well as my son’s insight.
“MapFinder for Google Earth is a “.kmz” application that loads into Google Earth and shows the 7.5 minute quad USGS topographic map boundaries for the lower 48 states. Each boundary has an identification point that givse you information about the USGS topo map. This information includes the map name, scale, year, projection, and contour interval. The most exciting feature of this application is that there is a download link that enables you to download the topographic map for free.”
Browse to and open the “.kmz” file from within Google Earth. When it opens, you will notice a menu within Google Earth that allows you to choose a state of interest.
Once you have chosen a state, zoom in on that state and you will see the topographic map boundaries, each with a clickable blue information symbol. Hover over a particular information symbol, and you will see the name of that topo map. Upon clicking, a web page will open, where you will see a link to download a tiff file of that map.
The tiff file is your free digital copy of the topographic map.
Have fun exploring the US digitally, but I hope these maps give you the knowledge to explore in the real world as well!
A few months ago, I spent quite a bit of time searching for science related apps that could potentially be useful for my life as a biology teacher. I have downloaded a number and have had the opportunity to discover those that I have found most useful (or potentially useful) in that role.
The main post contains a list of 16 iPhone apps. Each app icon is followed by a brief description and links that may be helpful for you in making a decision on acquiring the app. For those that I have found especially useful, I discuss specific manner(s) it has been used. Furthermore, if you don’t have an iPhone some of the producers of these apps have websites that may be useful as well.
For those unfamiliar with iPhones, these apps must be acquired through the apps store in iTunes so in many cases there are not internet links to pages with further information on these apps. To learn more, download iTunes, and search the app names in the iTunes store, or google search and read what you can find.
At the NABT Conference in Atlanta in the fall of 2007, Brad Williamson talked me and a few others who were loitering around to come to a workshop presentation on Avida-Ed software as a means of fostering inquiry of evolutionary processes. After the presentation, Brad suggested that I write a post about the experience. At the time, I didn’t have much to say.
Having had time to play around with Avid-Ed and to make my way through most of the unedited model lessons downloadable from the Avida-Ed website, I have decided to make the post. The best place to start is to download the software developed by Robert T. Pennock from the Avida-Ed website at Michigan State University, and to read the Discover magazine article written by Carl Zimmer highlighting Robert Pennock’s development and use of the research version of the software to study the process of evolution (The first activity below has pre-activity questions that require students to read this article). The links below will get you that far.
Testing Darwin by Carl Zimmer in February 2005 edition of Discover magazine.
If you are a self learner, after downloading the Avida-Ed, open it, drag the @ancestor into the black area of the Petri Dish window to the right, select the play button, and have fun. Otherwise, keep reading…
Well, as I said, I have had the time to make my way through the unedited model lessons posted on the Avida-Ed website. In effort to prepare to introduce my freshman honors biology and AP Biology student for the software, I have cut and pasted, edited, and created (in some cases) more detailed step-by-step instructions for the activities presented in their models lesson. In a few cases, I have even collected and attached data in a teachers section at the end of the student friendly documents that help you understand what the students will be doing prior to your own exploration of the software.
I look forward to your comments and criticism of the activities but realize that I am just beginning to use these activities in my class for a second time.
As a justification for activities such as these, if you take the time to read the Bio2010 published by the National Academies as well as the most recent bulletin from HHMI (read Thinking like an Engineer and Add 56), you will quickly learn that we should be doing more to motivate our keen biology students to appreciate the importance of other scientific perspectives (mathematics, computer science, physic and engineering). Similarly, we should be reaching out equally to those that are already bent toward study in these other fields and show them that they can fulfill there interests while helping to make new discoveries in the biological sciences.
Facebook I don’t know about you, but I timidly joined facebook last fall to begin my journey in learning how this social networking resource might be of use both personally and professionally.
Happily, I have discovered that there are educational relevant uses for facebook! I will write a extended blog post on how I use it with students in the near future but today I read something on my facebook home page that I thought I should pass along.
As a member of facebook, one can join groups and follow updates on other people’s pages. Some of these people happen to be practicing scientists or others on the periphery of the science community. One individual I happen to follow is Carl Zimmer. Most of you are familiar with Carl’s collection of quality books. If you aren’t a member of facebook, you can follow his blog via his website (which links to the Discover’s blogsite – my how connected things are – if you have your own website you can add it with an RSS feed – maybe KABT should consider this).
Well, the cool thing about reading Carl’s blog is that you are kept up-to-date on his insights into the active world of science, and don’t have to wait a year or two for such insights to be integrated into his next book.
Their results were pretty much what they expected, but they’re still pretty amazing. There were no frameshift mutations in ENAM among the mammals with teeth. But 17 out of 20 species without teeth or enamel had at least one. In all 20 enamel-free species, a stop command (known as a stop codon) was present. These genes are shot.
I am certain that you all teach about “frameshift” mutations. The two resources above could become additions to your bag of supplemental tricks that make such concepts come alive for your students. They can also help in your integration of evolutionary biology throughout the curriculum, and to supplement topics like “adaptation, pseudogenes, purifying and neutral selection, molecular clocks, and radiation and convergent evolution”.
Enjoy reading, and maybe I’ll see meet you in facebook someday soon!
Click on this image or this link to Dragonflywoman’s blog to learn how to preserve insects in hand sanitizer….what a cool way to prepare insect specimens for the classroom. http://dragonflywoman.wordpress.com/2011/02/21/hand-sanitizer-preservation/ BTW, you’ll find a lot of great insect resources on her web site. I think you’ll be impressed. […]
We lost a great biology educator, Kim Foglia on Jan. 4th, 2011 after a long, dignified and courageous battle with pancreatic cancer. Back in 2009 a number of AP Biology teachers got together and worked hard to establish an award from NABT, sponsored by Pearson, Benjamin Cummings, recognizing Kim’s unprecedented contributions to the AP Biology teaching commu […]
All right, I confess. I love cooking shows. I can’t resist them. As I enjoy cooking myself, I find it inspiring to watch well trained and creative food gurus work their magic. How exactly do they hold the knife? In their estimation, how much is a “handful”? What pots, pans, and kitchen gadgets do they […]
On Friday, at the National Assocation of Biology Teachers meeting in Minneapolis, I gave a workshop on Participatory Media. The session was designed to introduce teachers to participatory media tools through the concept of student projects. That is, what are students in biology courses across the country, doing with these new web 2.0 tools? In […]
For those of you attending the NABT conference in Minneapolis this year, you might have noticed this card (above) in your bag of goodies from the registration booth. The card urged anyone posting content related to the conference to add the identifying “hashtag” #NABT10 to their postings. A hastag is a short character string, preceded […]