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By EPICS LSPM Team
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08 Jan 2012
2.0 out of 5 stars
Re-recording the audio would be a great improvement, along with adding captioning to make this more universally accessible. Improved audio would be the easiest way to quickly improve the overall quality of this product. Additionally, the ability to pause, fast forward and rewind would be nice. I like the use of the visuals of the sculpture and the pyramids for the standard top down and bottom up macroscopic examples. I would personally categorize this more as a cartoon lecture than an animation. I like for animations to show me something that I could not see in another way. This video may contain some segments that do that, but it seems to be mostly substituting a cartoon character for a person, and seems little different from a lecture. What exactly was the motivation for making a cartoon narrator? The animations themselves are a little vague and do not show processes very accurately or specifically. Who is the intended audience for this video, and how much background information are they expected to have? I feel as though that was not clearly defined. If the audience is the novice undergraduate, then perhaps some adjustments should be made in both the tone used and in some specifics of the content. The video starts out sounding as though this is for a younger audience. If the video is for undergraduate students, then the language or tone should be adjusted slightly so that they won’t feel they are being talked down to at the beginning, and some of the content should be changed to be more accurate and allow them to understand or visualize a little more about how processes happen. Many undergraduates still struggle with ratio and proportion ideas, so the scaling analogy of nanometers to aspirin might be more clearly presented than it is (rather than “Pretend that the distance between New York and Los Angeles is one meter”). Also, the animation showing the formation of the IBM logo by individual atoms seems to miss the deliberate atom-by-atom placement that was used. It appears in this video that the atoms moved around randomly above the surface and by magic ended up spelling “IBM” when they hit the surface. Why not add a probe tip that moves the atoms around into position? I appreciate the effort that went into producing this video, and if I were to try to make something, it probably would not be as good as this is. The top down and bottom up concepts were adequately presented, but I will continue to look for other materials to use in my own classes.
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23 Sep 2009
4.0 out of 5 stars
15 Mar 2006