In this activity, we completed another portion of the exam. This is a two hour exam. Because we talk about all the problems it takes atleast 4 hours to complete.
Picked up where we left off. Did futher online research to add to the discussion of what scientists have discovered re the origin of COVID-19, what genetically motivates it, what characteristics does COVID-19 have as an "offspring" in the "family" called "coronavirus," how evolution has played a part, what happens when soap comes in contact with the fatty outer layer of COVID-19, how does COVID-19 enter human cells, is a virus alive? We also went online to Purdue OWL and discussed the wealth of information on "styles" and guideline Purdue OWL provides describing the format for research papers and lab reports. We even went to Embry Riddle's own website and found the College of Engineering published its own 250-page style manual for student engineers. That book was published in 2011, so I recommended, once he get on campus, that Vlad check with his professors about the most up to date style guide he should use.
Assignment
Answer question #2 raised in the introductory paragraph, finalize the concluding paragraph, and add an introductory paragraph, then proof-read the paper.
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Writing a research paper was a real must. Vlad needs to get a lot more familiar with writing, developing an argument, and not ending a conversation point too early.
Vlad was instructed to open Photoshop, create an 11x7 canvas and create a series of layers. Vlad created a mountain on the first layer, a platform on the next, and a ball on the last layer. I had him open the time line panel, create a new frame and move the ball. He followed this process until the ball was out of the frame. He played with his work, and exported it into a playable mp4 file.
Vlad was sent the Walk Cycle file and instructed to open the file in Photoshop. I walked Vlad through all of the layer and how I wanted him to use the layers to create the frames of animation. Vlad was able to complete two of the nine frames.
Picked up where we left off. Vlad had the two block quotes set up properly from our last session. Today, we researched more "scientfic" sources, still focuses on the question: What is the origin of the Coronavirus COVID019. We already had the metaphor of Coronavirus as a "family" of virus (e.g. Mers and SARS) which we expanded to a family with "offspring." We turned next to research being conducted at Scripps Research by Kristian Anderson who is researching the DNA and RNA COVID-19 to give him insights into the genetic code that regulates the virus, keeps it alive, and motives it. Next, we researched Science Daily and got two more images: the two attributes of a spike-protein, which is what COVID-19 is, that explain how the virus spikes into the outside of a healthy human cell. Note that viruses have existed for 1.5 billion years. That led to another article which discussed how viruses "evolve" - which led to a whole new discussion of Darwin, evolution, natural selection, and survival of the fittest. Kept adding new Works Cited entries.
Assignment
Vlad to find more sources and more block quotes and work them into his research paper.
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Vlad is learning the various required format of a research paper. But he continues to exhibit difficulties locating words or punctuation I want him to find in a paragraph because they need correcting. Vlad stays on task. I would love to see him pick up the pace.
Vlad and I finalized and the downloaded his Photoshop and Adobe creative cloud software. I walked of Vlad through the animation of a ball that he would have to create in Photoshop. I introduced Vlad to the time line tool within Photoshop so that we could begin creating the elements needed for his animation.
