guided video tour life can be studied at many levels

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1: Cell Tour, Life’s Properties and Evolution, Studying Cells

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• Page ID 16414

• Gerald Bergtrom
• University of Wisconsin-Milwaukee

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Learning Objectives

When you have mastered the information in this chapter, you should be able to:

• compare and contrast hypotheses and theories and place them and other elements of the scientific enterprise into their place in the cycle of the scientific method.
• compare and contrast structures common to and that distinguish prokaryotes , eukaryotes and archaea , and groups within these domains.
• articulate the function of different cellular substructures.
• explain how prokaryotes and eukaryotes accomplish the same functions, i.e. have the same properties of life , even though prokaryotes lack most of the structures.
• outline a procedure to study a specific cell organelle or other substructure.
• describe how the different structures (particularly in eukaryotic cells) relate/interact with each other to accomplish specific functions.
• describe some structural and functional features that distinguish prokaryotes (eubacteria), eukaryotes and archaea.
• place cellular organelles and other substructures in their evolutionary context, i.e., describe their origins and the selective pressures that led to their evolution.
• distinguish between the random nature of mutation and natural selection in evolution
• relate archaea to other life forms and speculate on their origins in evolution.
• suggest why evolution leads to more complex ways of sustaining life,
• explain how fungi are more like animals than plants.
• 1.1: Introduction "... Many of these studies revealed common structural features including a nucleus, a boundary wall and a common organization of cells into groups to form multicellular structures of plants and animals and even lower life forms. These studies led to the first two precepts of Cell Theory"
• 1.2: Scientific Method – The Practice of Science Long before the word scientist began to define someone who investigated natural phenomena beyond simple observation (i.e., by doing experiments), philosophers developed formal rules of deductive and inferential logic to try to understand nature, humanity’s relationship to nature, and the relationship of humans to each other.
• 1.3: Domains of Life The three domains of life (Archaea, Eubacteria and Eukarya) quickly supplanted the older division of living things into Five Kingdoms, the Monera (prokaryotes), Protista, Fungi, Plants, and Animals (all eukaryotes!). In a final surprise, the sequences of archaebacterial genes clearly indicate a common ancestry of archaea and eukarya.
• 1.4: Tour of the Eukaryotic Cell An exploration of the organelles that makeup a eukaryotic cell.
• 1.5: How We Know the Functions of Cellular Organelles and Structures- Cell Fractionation We can see and describe cell parts in the light or electron microscope, but we could not definitively know their function until it became possible to release them from cells and separate them from one another. This became possible with the advent of differential centrifugation. Under centrifugal force generated by a spinning centrifuge, subcellular structures separate by differences in mass. Structures that are more massive reach the bottom of the centrifuge tube before less massive ones.
• 1.6: The Origins, Evolution, Speciation, Diversity and Unity of Life The question of how life began has been with us since the beginnings or recorded history. It is now accepted that there was a time, however brief or long, when the earth was a lifeless (prebiotic) planet. Life’s origins on earth date to some 3.7-4.1 billion years ago under conditions that favored the formation of the first cell, the first entity with all of the properties of life.
• 1.7: Microscopy Reveals Life’s Diversity of Structure and Form Broadly speaking, there are two kinds of microscopy. In Light Microscopy, the specimen on the slide is viewed through optical glass lenses. In Electron Microscopy, the viewer is looking at an image on a screen created by electrons passing through, or reflected from the specimen. For a sampling of light and electron micrographs, check out this Gallery of Micrographs. Here we compare and contrast different microscopic techniques.
• 1.8: Key Words and Terms

Thumbnail: Life cycle of the cell. (CC BY-SA 4.0; BruceBlaus).​​​​​​

National Geographic Education Blog

Bring the spirit of exploration to your classroom.

Virtual Tours Are Taking Off. Here’s How to Integrate Them Into Your Teaching

Educator James Fester wrote this post.

It is said that every place tells one story better than any other place.

As a volunteer educator at Angel Island State Park in San Francisco, I came to appreciate this more deeply. I was lucky to have such an excellent teaching environment. The park, which covers an island in the middle of San Francisco Bay, tells a multilayered story. It has been the site of Indigenous settlements, Civil War fortifications, World War II embarkation facilities, and the U.S.’s main West Coast immigration station from 1910 to 1940. The visitors who participated in my program were surrounded by an environment full of resources that I could leverage to illustrate my points and that they could explore to fulfill their own curiosity. I’d always wished I could duplicate in my classroom the kind of learning that took place in the park.

Fortunately, California State Parks developed the PORTS Home Learning Programs , which provide distance learning to students across the state. The creation of a virtual tour took this concept a step further, allowing students to explore parts of Angel Island on their own.

These resources weren’t unique to Angel Island, with many other parks and museums creating their own virtual experiences during the COVID-19 pandemic for learners of all sorts to use. Educational sites and organizations that previously catered to visiting student groups were forced to close down, but like classroom educators, they didn’t give up. Rather, they began rapidly adapting to distance learning, and the result was an explosion in virtual tours.

As a park volunteer, I saw this occur firsthand. The same pivoting that occurred in thousands of classrooms also happened at parks, zoos, museums, and aquariums across the United States, and the result was a rapid increase in interactive and virtual experiences that engaged students and promoted deeper thinking.

These kinds of resources aren’t backed up just by anecdotal evidence. Multiple studies have shown that the inclusion of virtual tours and trips in curriculum increases reading comprehension , helps promote global awareness among isolated or rural populations , and can be used to effectively engage and reduce dropout rates for at-risk populations of students .

However, even the fanciest website, with all sorts of interactive buttons, isn’t automatically a valuable learning experience. It is just a resource unless you pair it with a method. The tour needs to be supported by a framework that encourages the kinds of exploratory activities that give learners the opportunity to find and construct their own answers.

Creating activities that both incorporate virtual exploration and connect to the National Geographic Learning Framework can be done in a lot of different ways. Here are a few:

• Similar to exploring a physical environment, exploring a virtual environment requires observation. For example, students learning about differences between how people live today and how people lived long ago might take this 3D tour of Hampton National Historic Site. They could record their observations in a Venn diagram or share them during an all-class discussion.
• Students can be given a question or inquiry challenge, then can collaborate in pairs or small groups, discussing what they are learning as they navigate through an experience. For example, students can use this interactive tour of Carlsbad Caverns to learn about the site’s complex cave ecosystems, then get into small groups to construct annotated diagrams of ecosystem features based on what they learned.
• Virtual tours help promote awareness of distant cultural resources and natural wonders. Without virtual tours, archeological marvels like Mesa Verde National Park were inaccessible to millions and millions of people. Now, through platforms like YouVisit , global audiences can experience this place and hopefully turn that awareness into empathy for its protection and preservation.
• When virtual exploration is structured along inquiry-based lines, student curiosity becomes the driver, allowing for choice and interest to guide learning. Using a broad, open-ended question like “How do monuments communicate meaning?” and allowing students choice as they explore memorials and monuments helps them learn how sculpture and symbolism convey meaning. 3D models of locations like the Lincoln Memorial and Mount Rushmore help students stay engaged and investigate more deeply.

These great resources will get you started teaching with virtual tours:

• Google Arts & Culture has an extensive collection of resources you can use to create immersive virtual experiences for students interested in exploring the natural and cultural wonders preserved by the National Park Service!
• CyArk is a fantastic site that includes amazing virtual tours that are navigable and narrated, as well as terrific 3D models that are manipulable. They also curate great collections, like this collection focusing on social justice and equal rights .
• The National Park Service provides a multitude of options for exploring virtually. Visit their website for a selection of virtual tours and multimedia resources, or check out the Virtual Passport Cancellation activities offered by a nonprofit partner of the park service.
• Finally, my COVID-19 Remote Learning Emergency Fund project, funded by the National Geographic Society, allowed me to create resources that can be used by any teacher to develop their own Google-powered virtual tours and explorations! I wanted to create exemplary virtual tours that could be used either on their own or by teachers interested in making their own virtual tours. Check out my webpage to learn more about how to build your own virtual interpretive tours!

For more on the National Geographic Learning Framework, read the overview on nationalgeographic.org and enroll in our free, 90-minute mini-course “ Developing a National Geographic Explorer Mindset with Your Learners ,” open now.

James Fester is a consultant and author passionate about project-based learning (PBL) and experiential learning. His educational experience includes classroom teaching, instructional coaching, technology integration, and, most recently, serving as a member of the PBLWorks National Faculty. In addition to his consulting work, James is a National Park Service volunteer who collaborates on educational programs for parks across the country. His writing has been featured by National Geographic, TED-Ed, KQED, and in a recent book on PBL and environmental science published by ISTE . He currently resides in the Twin Cities area of Minnesota. Learn more about his work or how to work with him on his website !

This post references a project made possible in part by an award from the National Geographic Society’s COVID-19 Remote Learning Emergency Fund for Educators .

In the featured image, a caver lights up a gypsum chandelier in Carlsbad Caverns National Park, one of several parks educators and students can experience in a virtual tour hosted by Google Arts & Culture. (Dr. Jean K. Krejca, Zara Environmental LLC – For Public Use)

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360 Virtual Tour or Video: Which Should You Choose?

When it comes to engaging and informing customers online, two popular visual mediums are 360 virtual tours and video. But which is right for your business?

360 virtual tours provide immersive, interactive digital environments that simulate physically visiting locations. Video offers a linear yet visually compelling way to showcase stories and products. Both have valuable uses across industries.

Let’s compare the key factors between 360 virtual tours and videos to help inform your choice.

Immersion and Interactivity

A key advantage of 360 virtual tours is they provide more immersion and interactivity than standard video. Using VR goggles or click-and-drag navigation, customers can explore environments freely as if transported there. Video offers more limited pre-determined perspectives.

Virtual tours allow embedding hotspots, links, floor plans, and other interactive elements to engage users. The ability to browse at one’s own pace creates a deeper connection. According to USA Today , 52% of users exposed to VR share their experiences with others.

Conveying Emotion and Storytelling

While less customizable, video excels at linear storytelling and evoking specific emotions through cinematography, music, narration, and more. Smooth camera movements and careful editing rhythm guide the viewer’s experience.

Short brand films can powerfully encapsulate stories that tours cannot. For example, the nonprofit Charity: Water creates moving videos showcasing their work in communities to inspire donors. Used strategically, video is ideal for conveying targeted stories and messages.

Production Time and Cost

Professionally produced video is generally faster and cheaper to create than custom 360 virtual tours. Basic videos can be filmed in one shoot and then edited within days or weeks. Virtual tours require thorough photographic capture of spaces, 3D modeling, hotspot creation, and back-end development.

However, for locations not accessible to film crews, virtual tours provide a powerful alternative. They also have more reuse value for evergreen marketing since users explore at their own pace. The upfront investment in virtual tours pays off long-term.

Both mediums provide visual content that can boost SEO when incorporated into website content. However, virtual tours tend to provide more opportunities for keyword optimization through hotspot descriptions, metadata, alt text, etc.

According to Search Engine Journal , pages incorporating video see 157% more organic traffic on average. The immersive environment of tours provides even more optimization potential.

Accessibility

For accessibility, video accommodates closed captioning and screen readers to support diverse audiences. But 360 virtual tours pose challenges for those with visual, hearing, or mobility limitations due to heavy reliance on mouse/touch navigation.

Improving the accessibility of tours continues to be an area of development. Offering guided video tours in addition to interactive experiences helps expand access. Both mediums can be optimized to ensure inclusive experiences.

When strategically combined, video and 360 virtual tours are powerful marketing and storytelling tools. Video excels at conveying emotion and messaging cost-effectively. Tours provide next-level immersion and interactivity to showcase locations.

The choice comes down to your brand’s specific goals and audience. With ongoing tech improvements, virtual reality content will become even more accessible and lifelike in the future.

Determine which medium best aligns with your needs, resources, and vision. With creativity and purpose, both 360 tours and videos can captivate audiences in memorable new ways.

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4.2: Assignment: Guided Video Tour

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• Page ID 60158

• Sara Ferguson
• Grossmont Community College

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Guided Video Tours

For this project you will create a guided video tour. This project will allow you to show your ability to analyze and create a video in a new genre. You will practice speaking English on the theme we have studied for several weeks. You will be able to use the grammar and vocabulary you learned in this module, and show your new skills with the technology. Finally, this project will allow you to see your classmates on video, enjoy each other's work, and practice listening to each other in English.

Assignment: Choose a place you would like to show your instructor and classmates. It could be your home, your garden, your street, the college campus, your child's school, or a nearby park or shopping center. You can even use a map and photos to present this video from your home. Write a guided video tour of that place. Your tone should be friendly, informal and positive. Use descriptive adjectives to tell us about your place. You should present at least ten sentences describing and explaining your place.

Time: 3-5 minutes

Audience: Your instructor and classmates

Purpose: You may decide. You can inform, entertain, or persuade your audience to visit.

A rubric is attached to help you understand how your project will be graded.

Watch the two guided tour videos below for examples of the genre., san diego state american language institute.

Ken Kramer's California Tower

Check your understanding., answer the questions about ken kramer's california tower..

A. What is the purpose of the video "The California Tower, Balboa Park?"

• To inform and entertain the viewer by showing the inside of the California Tower.
• To persuade the viewer to visit the California Tower.
• To persuade the viewer to donate money to the California Tower.
• To educate the viewer about the history of the California Tower.

B. Who is the audience for the video, "The California Tower, Balboa Park?"

• School children preparing for a visit to the tower.
• Tourists considering a visit to the tower.
• Students writing a research paper about Balboa Park.
• San Diego residents who want to learn fun facts about their city.

C. What is the main idea of the video "The California Tower, Balboa Park?"

• There are too many birds in the California Tower.
• The California tower is a good place for tourists to visit.
• San Diego has some memorable sights, including the California Tower.
• We should spend more tax money to improve the California Tower.

From the video, list at least three positive facts about the California Tower. They can be pieces of information that Ken Kramer talks about, or information that you learned from the images only.

The video also shows some negative information about the tower. List at least one piece of information that is negative.

Answers to question above: A-1, B-4, C-3

Answer the questions about San Diego State University American Language Institute.

A. What is the purpose of the video "The American Language Institute at SDSU"?

• To entertain San Diego residents.
• To persuade international students to attend the American Language Institute.
• To inform students about the services at the American Language Institute.
• To persuade parents to visit their children at the American Language Institute.

B. Who is the audience for the video "The American Language Institute at SDSU"?

• International students
• San Diego residents
• Elementary school students in San Diego
• San Diego State University professors

C. Who is the narrator for this video?

• a San Diego resident
• a news reporter
• a San Diego State University student
• a San Diego State University professor

D. What is the main idea of this video?

• San Diego State University ALI is a wonderful place to attend school.
• SDSU ALI has good professors.
• SDSU ALI has good technology.
• ALI Students can use the gym at SDSU.

After watching this video, would you want to attend SDSU American Language Institute? Why or why not?

Answers to question above: A-2, B-1, C-3, D-1

How Well Do You Understand the Assignment?

Sometimes the best way to understand an assignment is to look at examples of the kind of work you will be expected to create. You have watched two examples of video guided tours similar to the videos you should make for your end-of-unit project. Can you guess the answers to these questions based on the video examples?

True or false?

• You should narrate your video. (This means you should speak while showing images)
• You must memorize your narration.
• The narration should be a list of words, not sentences.
• The video should be about ten minutes long.
• The video should persuade the viewer to visit.
• The video must be about your garden.
• The video must be about an important place in your city.
• You should show yourself in the video.
• The video camera should stay in one place.
• You need to buy a high quality, expensive video camera for this assignment.
• The video should show mostly positive information.
• You should not make any mistakes when you are speaking.
• The video can talk about history.
• You should leave some time to get help if you have trouble with the video technology.
• You should plan what you are going to say and practice beforehand.
• Your tone in this video should be very formal.
• T This is a writing and speaking assignment, so you must speak on the video.
• F Do not memorize word for word, but you should practice and make some notes to help you remember what you want to say.
• F The narration should be sentences.
• F The video should be 3 to 5 minutes long.
• F It may persuade your viewer to visit, or it may have another purpose.
• F It may be about your garden, but you may give a tour of another place, too.
• F It may be about a place such as your home, your street, or your favorite shopping mall.
• T At least a short time must be spent in front of the camera.
• F The camera should move, so you can show different things in your tour.
• F You can use your phone or tablet, or borrow one from a friend.
• T Yes. This is a tour of a place you like.
• F It's OK to make mistakes. You should practice and prepare first, though.
• T The video may have historical facts.
• T YES! Start your project early, so you will have time to get help if the technology fails.
• T YES! Plan and prepare first. You might need to record yourself several times before you are happy with the project.
• F The tone should be friendly and informal.

Guided Video Tour: Animals are multicellular consumers that evolved from colonial protists

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UC San Diego

Visitor Learning on Guided Tours: An Activity Theory Approach

• Robinson, Lily B.
• Advisor(s): Levin, Paula

Guided tours, field trips, and other non-formal learning experiences occur in a variety of settings such as museums, parks, civic buildings, and architectural landmarks for the purpose of educating the public. This study yielded four main findings. (1) Program educational goals were visitor awareness, positive affective experience, and advocacy. (2) Guides’ intentions matched program goals, but varied in terms of discourse styles (expository, storytelling and interpretive), and in the level of encouraging social interaction. (3) Visitor learning aligned with, and exceeded, program goals. (4) Visitor learning related to expectation, delivery strategy of the guide, and opportunity for social interaction.

Through the lens of Social Practice Theory and Activity Theory, this study addressed the overarching question: What do adult visitors learn through participating in a guide-mediated tour of a culturally significant setting? In order to understand the learning objectives within the community of practice and cultural tools at each setting, additional sub-questions addressed: (a) What are the educational goals of the guided tour as expressed by program managers and tour guide training documents? (b) What do the guides intend visitors learn? (c) How do the beliefs, practices and experience of the three participant types intersect to produce learning?

This study examined tour programs at two sites: a Research Facility and a Public Library. Data were collected through document analysis of the official script and tour guidelines, observation of 11 one-hour-long guided tours, initial debriefings with 42 guided visitors and follow-up interviews with 12 of those visitors. The six guides who conducted the observed tours and the program manager at each site were also interviewed. This study builds on previous studies on non-formal learning by including program managers as study participants, rather than only recipients of data. Findings from this study can inform institutions which host non-formal education programs, and formal educators who incorporate guided tours as field trips into their curriculum.

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