First of all, I would like to congratulate and commend all of the participants for their effort in preparing proposals for this request. Unfortunately funding was such that not all of the projects could be funded at this time.  However, I would encourage you to look at the summary prepared for all of the proposals.

The winners of the COSAM Summer Funding Request were:
Development of Virtual Instrumentation

Development of an Integrated CD-ROM Web Browser Lab Manual for Vertebrate Embryology (ZY-302)

Development of Astronomy Course (A core Curriculum Course)
 
Honorable mentions and other participants
Interactive Calculus Homework on the Web

MH 283 Software Development

Symbolic Algebra Programs in Chemical Education

Web-Based Tutorials for Physical (GL110) & Historical Geology (GL111)

Electronic Physical Geology and Engineering Geology by

Physics for Students Who Lack in Math Skills

Development of Virtual Instrumentation by Vince Cammarata and Andreas Illies-- Chemistry Department
Our project is to develop computer based simulated instrumentation for analytical and physical chemistry equipment by using the LabView as the programming language which exposes students to modern instrumentation not available in the teaching laboratories. Theoretical and training modules, to be used in computer equipped classrooms, will also be developed. The LabView platform allows for easy modification and customization by all faculty users as well as students. Lab View is short for Laboratory Virtual Instrument Engineering Workbench and is based on data flow programming, rather than line-by-line programming. Hence, the virtual instruments we develop will be "running" as long as data is available, i.e. sample data set being acquired in the Virtual instrument. Students using the virtual experiments will therefore have to think "on the fly" just as they would in a real laboratory experience. Initially, we will develop virtual experiments for three of the following modern instruments: ESR, AA, ESCA, AUGER, X-RAY Scattering, X-Ray Fluorescence, EELS and LEED. None of these instruments exist in any of our chemistry teaching laboratories.

The virtual instrument panel will be based upon schematics and photographs of actual instruments. Controls such as on/off switches, knobs, analog- and digital outputs and computers will be duplicated. The LabView programs will have separate acquisition and data analysis control panels. In each module the data set will be modified via user inputs from the controls on the control panel. For some experiments we will generate ideal signals with random superimposed noise while for others we will acquire data sets using research instrumentation and implement them into the virtual instruments. Data sets will include reference spectra and numerous unknowns. Thus the student will have to maximize the information from the reference data sets (i.e. tune the instrument for that known), then collect the unknown sample data set. Using the known samples, calibration curves and regression analysis can be obtained. After acquiring the unknown sample set, comparisons and analysis of the unknown can be made. The final product of each experiment will be a 0-dimensional (single datum) or 1-dimensional (spectrum) result.
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Development of an Integrated CD-ROM Web Browser Lab Manual for Vertebrate Embryology (ZY-302) By Stephen C. Kempf--Zoology and Wildlife Science Department
Vertebrate Embryology (ZY-302) is a 300-level course that is required for all premedical students at Auburn University and is an elective for the pre-veterinary program. One of the most difficult aspects of the Vertebrate Embryology course is the rigorous laboratory examination of serial, histological, embryo sections that represent different stages in the development of specific amphibian (frog), avian (chicken), and mammalian (pig) species. Each student is expected to develop a comprehensive knowledge of embryonic anatomy and how various organ systems within the embryo develop. To accomplish this, the student must spend long hours on class microscopes examining serial sections of each specimen. This is a tedious, and sometimes painful (due to eyestrain, headaches, and sore backs) task that detracts from the learning process and often causes students to spend far less time examining their lab materials than is required if they are to do well in the course. As the student examines these two-dimensional sections, he/she must not only analyze and understand the structure/morphology of each section, but also the student must mentally assemble these sections into a mental vision of the 3-dimensional embryo that they represent. The proposed project will develop a CD-ROM based, multi-media lab manual that utilizes Web Browser software to access html coded web pages that contain text, images and movies concerned with embryonic development. Since the presentation framework for this lab manual will utilize html, it will be accessible on all commonly used operating systems. The most useful tools that will be developed and incorporated into this lab manual will be,

1. QuickTime movies of complete sets of serially sectioned embryos. These movies will be used in two different ways. A) Run continuously from beginning to end they will allow the student to quickly and easily gain an appreciation and understanding of structures and organ systems in the 3-dimensional embryo.
B) QuickTime movies may also be viewed slowly, frame by frame, allowing students to carefully examine the structures in each image and easily follow structures or organ systems from section to section. 2. Selected images of serial histological sections that illustrate the various structures and developmental changes within the embryo will be image mapped such that the student can "click" on a given structure/organ system/developmental event and have the name of the "clicked" item and information about it appear in a separate browser frame. This sort of approach will allow the student to easily learn embryonic development and anatomy and will also provide a simple means of quizzing ones self on the course material.
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Development of Astronomy Course (A core Curriculum Course) by Satishi Hinata--Physics Department
Astronomy can attract non-science majors to science and provide them with not only the concepts, the methods and products of scientific investigations, but also with the excitement of doing science. It is also the subject which could greatly benefit from the recent advances in instructional technologies which includes the use of computers, web pages, computer operated presentations, and computer based simulations. The proposed project is to develop an astronomy course which will assist students in learning from several different types of experiences: lectures, web pages, hands on activities in the classroom, and labs. The scope of work includes:

  1. writing the PowerPoint presentations (PPPs) covering all major topics of astronomy,
  2. writing the web pages with the materials in the PPPs;
  3. assembling a collection of recent images, simulations, and data on the internet and other sources;
  4. development of classroom activities which will help students understand the concepts and the methods used in astronomical investigations
In addition, some of the materials may be exported to VCR tapes, slides, and transparencies to be used in other courses (e.g. cosmology segment for introductory physics courses) and outreach programs (e.g. presentations to K-12 schools).
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Interactive Calculus Homework on the Web by Piotr Minc and Wlodzimierz Kuperberg-- Mathematics Department
A preliminary version of this teaching aid is currently (Winter 1998) available to the students in the MN 161 section of Piotr Minc. This is how it works: After logging in to http://www.math.aubum.edu/MN161/ a student enters his or her password, and then the solutions to the assigned problems can be entered. Each assignment is individually prepared by the computer, typeset in TeX, and handed out in the classroom in the form of a hard copy. This way the student can work on the problems ahead of time and away from the computer to reduce the risk of careless errors. Also, this arrangement saves the time and increases the efficiency of the web site. The access to the web is needed to enter the answers and to have the homework graded. At this time, 10 assignments have been processed, for a total of 80 template problems in 500 versions, serving about 120 students in the class of Piotr Mnc. This means that during the current (Winter) Quarter, the computer has analyzed and graded around 1,200 individual homework assignments (no two of which were identical), each consisting of 8 problems on the average. This amount of work could not be done in the traditional way, reading and grading the paper by hand, not even with the help of Graduate Teaching Assistants aiding the main instructor of this course. The electronic homework has been used by the students quite extensively and with apparently good results. Still, some improvements can be implemented, both in terms of the page's design and hardware efficiency. The short-term object of this proposal is to extend the scope of this web site to include all NM 161 classes, especially taught by the Graduate Teaching Assistants. We propose instead a broadening of the accessibility and modifications of the already existing design. The long-term, more ambitious goal is to extend this idea to the more advanced Calculus courses, namely MN 162 and MN 163. We estimate that over 2,000 Calculus students per quarter could benefit from this project. Including the Pre-Calculus MH160 into the project would involve an additional 1,500 students. Also, the design of the web site could serve as an example to faculty in other COSAM departments who might wish to implement a similar interactive teaching tool.
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MH 283 Software Development by Phillip Zenor-- Mathematics Department
It is proposed to develop user friendly Mathematica notebooks on the web to be used interactively by the students in a virtual lab for MH 281 and later MH. The workbooks will be designed to be used in that course as well. These notebooks will be designed to be an integral part of the course that will take full advantage of the new virtual classroom facility. Furthermore, the notebooks will be made available on the web so that they can be used for homework assignments. These notebooks are being designed with two main objectives. (One of the major problems students face in three-dimensional analysis is visualization.) The first objective is to provide the tools so that the students will have the ability to generate two and three-dimensional graphics for a virtually unlimited number of examples illustrating topics under class discussion (without having to master the syntax in Mathematica first.) The second objective is to provide a platform that will allow the students to apply the tools of calculus to realistic applications in physics and engineering that are too computationally intensive for pad and pencil or even a good calculator. A goal of the design is to initially allow the students to use the software without requiring knowledge of the syntax. The as the year progresses, gradually require the students to do more of their own programming, so that by the end of the sequence, the students will have a working knowledge of Mathematica.
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Symbolic Algebra Programs in Chemical Education by Robert A. Donnelly--Chemistry Department
It is proposed to complement numerical calculators by introducing a symbol manipulation program to help students focus more directly on the physical principles behind the problems studied. After a study of several packages we have settled on the program named "Maple," by Waterloo Software. Maple integrates algebraic manipulation, equation solving, calculus, and linear algebra with a clearly organized, easily used "front end," in which text and graphics mix nicely. The computational model is the "worksheet", which can include the full range of manipulations required in solving a given problem. For example, the following stages of a complex calculation could be integrated in a single worksheet, which is then stored on disk for later use:

Therefore, we believe that many students will gain a better understanding of the material studied by using the symbol manipulating abilities of programs such as Maple.
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Web-Based Tutorials for Physical (GL110) & Historical Geology (GL111) by Robert A. Gastaldo--Geology Department
Students often find it difficult to "grasp" several concepts that are basic to an understanding of the Geological Sciences when first exposed to these ideas. One of the main reasons is that these concepts are hard for students to visualize. I propose to develop several graphically based on-line tutorials that are designed to present these concepts in an easily understood manner. The structure of each tutorial will be:

Presentation of the concept Static color graphics illustrating the concept
Color animations illustrating how the processes happen
VRML (where appropriate) animations to allow students 3-d rotation of images for better visualization
Appropriate links to geologically related sites for further investigation
Self quiz so that the students can test themselves over the main concept The first set of tutorials that will be developed are: 1. Topographic Maps 1. The concept of contour line is best illustrated with 3-d graphics
2. The concept of topographic contours can be developed using an animation in which successive levels of topographic relief are added to the "basemap."
3. 2-dimensional & 3-dimensional topographic maps will be constructed to illustrate the relationship between these two renderings.
4. Using VRML, the 3-d images may be able to be rotated so that the student can view it from any angle. 2. Faults 1. Animations for the development of the main types of faults (gravity, reverse, and lateral) will be constructed. In this way, the student can visualize how each fault moves and understand the forces responsible for their development.
2. Field photographs of fault structures exposed in the southeastern U.S. (preferably in Alabama) will be included within the tutorial to demonstrate the prevalence of these structures in our environment. 3. Folds 1. Animations for the development of the main types of folds (anticlines, synclines, overturned) will be constructed. In this way, the student can visualize how each fault moves and understand the forces responsible for their development.
2. In addition, VRML code will be written for "block diagrams" that the student can use to rotate the blocks and visualize the main types of folds.

3. Field photographs of fold structures exposed in the southeastern U.S. (preferably in Alabama) will be included within the tutorial to demonstrate the prevalence of these structures in our environment. 4. Geologic Time Scale 1. An interactive geological time scale will be constructed that will link the student to museum information that addresses the (1) paleogeographic position, (2) geological setting, and (3) fossil biota of each Period.
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Electronic Physical Geology and Engineering Geology by Dr. David T. King, Jr.-- Geology Department
This project will result in the development of integrated electronic multimedia for Physical Geology and Engineering Geology classes so that traditional classroom instruction is enhanced and supported by electronic multimedia devices and supplemented by information posted on my World Wide Web pages. The results of this integration will include (1) down loadable class notes for use in daily instruction, and (2) supplementary images and animation that will be used for purposes of classroom illustration as well as review outside of class by students. I will use the class notes in my lectures and I will require that students have a copy of these notes, which will be accessible by down loading from the Internet or by bookstore purchase prior to class meetings. I will use the supplementary images and animation as examples in lecture in order to enhance understanding of my lectures. Additionally, my Web pages will provide links to web sites with pertinent and accurate additional information about topics in Physical Geology and Engineering Geology. When new geological information becomes available, these Web sites can be easily updated and students may download these revisions as soon as possible. Additionally, students could review these Web sites at anytime, both during a course and after completion of their geology courses, to obtain new information. For this project it would be efficient to work on these two courses simultaneously as the topics covered, class notes, and illustrations needed have many common components.
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Physics for Students Who Lack in Math Skills by Junichiro Fukai--Physics Department
The purpose of the project is to develop a web-based teaching aid to foster beginning physics students who lack in the skills of trigonometry, algebra, and calculus. Carefully selected problems covering, basic physics are discussed in full detail including every step to complete a solution. A math practice session can be used by students in a "just-in-time" fashion. The web site will be accessible to all students and may be replicated or modified and used by other faculty.
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