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Using Stykz to Model Biological Processes

Using Stykz to Model Biological Processes. Caitlin Kilts The Hewitt School. Outline of Presentation . Who am I? Why model? What are the benefits of the Stykz program? How do I use Stykz ? What would a Stykz animation grading rubric look like? What are some ideas for using Stykz ?

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Using Stykz to Model Biological Processes

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  1. Using Stykz to Model Biological Processes Caitlin Kilts The Hewitt School

  2. Outline of Presentation • Who am I? • Why model? • What are the benefits of the Stykz program? • How do I use Stykz? • What would a Stykz animation grading rubric look like? • What are some ideas for using Stykz? • Let’s play!

  3. Why use models? • Helps students actively engage with the material • Decreases reliance on rote memorization • Addresses multiple learning modalities • Increases/deepens comprehension • Decreases “activation energy” for learning a new concept • Teacher as guide, not lecturer • Facilitates environment of partnership, not hierarchy • Allows for more honest analysis of students’ understanding • Reduces reliance on testing for student evaluation

  4. Benefits of the Stykz Program • Freeware- free to download and use • Multi-platform • Simple, negligible learning curve • Allows for easy assessment of comprehension and misconceptions • Frame based/onion skin layers • Compatible with pivot • Can be used with any grade level

  5. Getting Started • Go to http://www.stykz.net/ to download the program (for PCs and Macs)

  6. Beginning Your Animation • Use their “Create Your First Animation” tutorial • Select “Default Document” if you would like a Stykz figure to start with • Select “Blank Document” if you want to start from scratch

  7. Getting the hang of the program Segment Drag nodes Pivot nodes Frame Palette Create new frame

  8. Creating a new slide • Use drag node to move whole shape • Use pivot node to move individual segments • When a shape is selected the pivot nodes will change from blue to red • For a smoother animation, make tiny changes • Repeat, repeat, repeat New Leg Position Old Leg Position New Frame (current one)

  9. Commands • Play: runs through the animation (this is just a preview) • Add Stykz figure: gives you a new little guy • Add Piv 2 figure: give you a new little guy, but with thinner lines • Current figure: To use only on highlighted figure • Affects the whole figure (unless you use special arrow) • Note for color:

  10. The tools on the side… • Select (select one or more figures) • Subselect (select one specific segment) • Polyfill (connect nodes to make filled polygons) • Add line (add a line to an existing node) • Add circle (add a circle to an existing node)

  11. Saving! • To save as QuickTime movie: File> Export Animation • Be sure you have QuickTime installed on your computer! • Make sure that you chose your animation speed carefully! Don’t make it super-sonic! • Animated GIF works well also

  12. Things to remember! • Do not “click and drag” when creating new shapes, just click and click again • IMPORTANT: If you add a shape to an earlier slide, it is not automatically added to all following slides! • Save early, save often • Save multiple versions…if you’re trying something new, save the old version, just in case

  13. Some useful articles • Marbach-Ad, Gili, YosiRotbain, and Ruth Stavy. "Using Computer Animation and Illustration Activities to Improve High School Students' Achievement in Molecular Genetics."Journal of Research in Science Teaching 45.3 (2008): 273-92 • Newman, Penny, and Ed Peile. "Valuing Learners' Experience and Supporting Further Growth: Educational Models to Help Experienced Adult Learners in Medicine." BMJ325.7357 (2002): 200-02. • Ornek, Funda. "Models in Science Education: Applications of Models in Learning and Teaching Science." International Journal of Environmental & Science Educatio3.2 (2008): 35-45. IJESE. Web. <http://www.ijese.com>. • Pellegrino, James. "Knowing What Students Know." Issues in Science and Technolog XIX.2 (2003): 48-52.

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