How I use LaTeX

In the last installment, I described what LaTeX is and my adventures in learning to use it. Today, I'll explain how, as a teacher still figuring out all this LaTeX craziness, I get things done using it.

As I mentioned, I've been using LaTeX to write up lab reports in the classes I'm taking this semester. LaTeX is great with formal documents, especially when they need to include symbols, fractions, and other exciting calculations. LaTeX works great (for me) to create formal documents. It has easy commands to create headings and sub-headings, bulleted and numbered lists, and (of course) it makes including formulas and symbols easy peasy.

That being said, I've been working for quite a while to make any handouts or slides for students more visually appealing. Lots of graphics. Design elements. And so forth. You can make slides and handouts using LaTeX. I don't think you should. Here's a slide deck I've used to introduce the basics of chemical reactions. In Keynote or PowerPoint it didn't take much effort to create. In LaTeX I think it'd take for-ev-er. Does that mean you can't get the awesome formula making of LaTeX in anything other than formal documents?

LaTeXiT

Lucky for you, there's LaTeXiT [update: Mac only]. It comes automatically with the full version of LaTeX. Basically, it lets you type in the commands to create the great looking formulas & symbols you'd expect from LaTeX then allow you to drag & drop them into your slide decks or handouts.

Commands typed in the text box. Output appears up top.
Dragging from LaTeXiT to Keynote

One of the great things LaTeXiT does is allow you to export the formula in a variety of image formats- including vector based pdf image files. While that sounds like geekily unnecessary information, it means that you can adjust the size of your formula so it's as huge as you'd like and it'll never get all pixellated.

Starting out

Since at first I didn't know any of the LaTeX symbols, I kept a couple pdfs that explained all the commands for different symbols open while I was using LaTeX. If I needed how to add, say, absolute value symbols, I just used the "find" function on my pdf viewer to locate where it described that command. At this point, I rarely need to look up new commands, since I've memorized all the usual ones simply through repetition. I've included below links to the mandi LaTeX package and it's documentation, which was made specifically for physics classes. Also included are links to a guide for all sorts of math symbols. Both have been super-useful for me while learning to use LaTeX.

[Update] LaTeXiT History & Library

Thanks to John Burk via twitter, I've discovered that LaTeXiT saves every formula you enter. That means you can pull up the history panel and drag & drop any of the formulas you've entered without having to re-type the commands. That's a major time saver.
The history. Drag & drop to your heart's delight.
Further, you can save equations in the "Library," and organize them into folders. Being the super-organized person I am1, I'll probably create folders like Kinematics, Newton's 2nd, Heat them dump equations I create into them as I go. Eventually I'll have an extensive library of equations and symbols ready to go.
  1. not so much.   []

Digital video projects with bare-bones equipment

Originally written as a guest post over at Free Technology for Teachers.

Last semester I had students create videos that creatively describe the families of elements despite a lack of much in the way of digital video hardware, software, or technical support. There were some challenges along the way, but overall I found the project to be a positive experience.

Why video?

I don't simply want students to learn a set of facts. I want students to engage with the material and demonstrate the ability to apply their knowledge to situations beyond traditional classroom assessments. I also wanted students to think of how they could simply and clearly communicate scientific information to non-scientific audience. The video format allowed for easy sharing (through TeacherTube or YouTube) and encouraged the concise and creative communication of ideas.

Bare minimums

  • Cameras. I have an older Flip video camera and a digital still camera that takes movies. I encouraged students to use their own cameras if they had them as well (many did). Despite having four times as many groups as cameras, students rarely had to wait to film.
  • Computers. I had a cart of 24 laptops available for my use, though it would have worked just as well if I only had one computer per group.
  • Software. I had students used Windows Movie Maker, which comes pre-installed on pretty much every Windows computer. Some students also used PowerPoint to create and edit still frames in their videos.
  • File converter. The version of MovieMaker on our student computers didn't recognize the AVI video files my cameras use, though I know in general MovieMaker should play nice with AVI files. The first time around I used Zamzar to convert the video files to the WMV format. Zamzar works great, but is pretty slow. Even worse, due to downloading restrictions on student computers, I had to do all the conversions on my computer. This semester I'm using Format Factory on my machine, which has worked just fine so far. If the version of MovieMaker installed on the student computers was up to date, there would've been no need for conversion at all.
  • Microphone. Several groups chose to narrate over their video. I had a cheapo $9.95 mic and a nicer USB headset mic. Students preferred the cheapo mic because the student computers often didn't recognize the USB device.

Challenges

  • Unforeseen conversion mess. The first time through, we had some pretty significant delays due to having to convert all the video files to the WMV format. I'm in the middle of the second time through this project right now, and I'm finding I'm much better prepared. Using Format Factory instead of Zamzar has helped cut down the wait time for file conversion and there seems to be much less frustration this time around.
  • Teaching the tool. I didn't spend time teaching students how to use MovieMaker. This was a purposeful move. I knew MovieMaker isn't overly complicated and the students were quite capable of figuring out a lot of its features on their own. I made a couple of quick screencasts going over the basics and provided links to other helpful screencasts. When a group had trouble with something, I would help that group and then have that group help any other groups experiencing similar problems.
  • My personal fear. I was pretty worried this whole project would crash and burn- especially considering my lack of experience with video and the bare-bones nature of my equipment. In the end, things turned out just fine, though the fear of the unknown is always something that can prevent us from trying out new ideas.

The results

They may not blow your mind, but I'm very happy with the final products: