Dave Stone, University Laboratory High School, Urbana, IL.

Activity 3c, C&I 335, Summer, 1998.

The Growing Role of Java Applets in WWW Presentation of Biological Information

Lesson Objectives:

• Students will learn about Java applets through discussion and examination of a number of exemplary applets.
• Students will reinforce skills in the use of Internet search engines.
• Students will gain an understanding of how several Internet search engines differ in WWW page selection criteria.
• Students will find several different biology-related applets using Internet search engines.
• Students will suggest how a particular Java applet might assist in learning a particular biology concept discussed during the past semester or propose an applet which would assist them in better understanding or clarifying a concept.

Lesson Duration:

• 2 50 minute class periods, plus a homework assignment (approximately 20 minutes) each evening after the initial assignment

Materials Required:

• Each student will need 1 computer with an Internet connection, Netscape and word processing software.

Procedure (Day #1):

Students will be introduced to Java applets through a brief introduction by the instructor (see the Java Applets section of Exploring Emerging Technologies) and several minutes of browsing exemplary applets linked to Java Boutique: The Ultimate Java Resource.

Student directions are as follows:

• Either individually or in pairs, develop a list of approximately five biology topics you've found particularly interesting. Use your text and notes if you desire as you develop a list of key words.
• Access the Netscape Net Search Page. Use three search engines of your choice to search for your keyword + the word "applet" (e.g. "ecology applet").
• Open the word processing program. Enter the names of the three search engines you selected. Directly below the name of each of the three search engines, copy the first five "hits" from that particular search engine. Bookmark each search engine's first page of "hits."
• Examine the three bookmarked pages. Browse five to ten of the applets that sound most interesting based on their brief descriptions.
• Continue browsing until you find a particularly interesting applet. At that point, open your browser and word processed document, which already contains the information regarding the search engines.
• Paste the applet's name, URL, author and author's professional affiliation at the end of the document. State current applications of this applet (e.g. education, research, resource).
• Save your document to a disk and print a copy for homework use this evening.

Homework Assignment (Night #1):

• At home this evening, compare your list of "hits" from each of the search engines. Do you find strong similarities within the applets accessed by a particular search engine? Do you find differences between the applets accessed by different search engines? List any similarities within each list, as well as encountered differences between lists.
• Read the online article, "How to Search the Web", which deals specifically how each of your selected search engines differ in the features they use for searching the WWW. List the characteristics each of your search engines use in selecting resources for display.

Procedure (Day #2)

• Use the time today to complete any activities from Day #1 and/or last night's homework which you have not yet completed to your satisfaction.
• Once the activities listed above are completed, the rest of the class period should be used for completion of your activity write-up.

Student Assessment:

Assessment will be based on each student's individual write-up. Specifics are outlined in the student instructions section below. This write-up, worth 1 lab weighting (1/3 exam), should consist of the following:

• Title - appropriate and descriptive
• Purpose - in complete sentences
• Procedure - "see handout" (or "see http://..." if the assignment is online) is appropriate
• Data -
• 1. List keyword(s) used in your search.
• 2. List the name and URLs of the search engines used in this activity.
• 3. List the name of the applet you found most interesting, its URL, and the name of the person/organization that produced the applet.
• Required Written Response Component - answer all three
• 1. Discuss the similarities and differences in the search patterns of the search engines used in this activity, as described in "How to Search the Web".
• 2. Will this activity impact which search engines you use in the future? Why or why not?
• 3. Discuss the intended use of the applet you selected. Is it used for education, research, reference or something else? Be specific.
• Single Selected Question, Written Response Component - answer one of two
• 1. How could your selected applet be used in this class in the future? Be specific regarding the unit and manner of integration into the existing program.
• 2. Propose an applet which would have helped you better understand a biological concept discussed already in class. Be creative, logical and organized in your proposal presentation.

Variations to Consider

Some students may be techno-phobic or have difficulty visualizing or finding a biology-related applet. In those cases, the instructor might begin by pointing those students toward several sites which serve as good starting points such as Biological and Medical Java Applets, Relevant Information Resources about Java and Its Applications In Biology and Chemistry, Chesapeake Bay Observing Site and the Gamelan Biology Page.

Some students may be in advanced classes, may develop specific interests which go beyond the degree of knowledge students acquire through this activity or may want to expand this activity into an extra credit opportunity. For those students, the instructor may want to consider the following:

• For Genetics Students: focus student on cellular, subcellular, genetics and biotechnology topics in initial development of keyword lists.
• For Future Techies, Scientists and Extra Credit Seekers: Have students investigate a large number of applets using bioWidgets, a collection of Java Beans used for development of graphics applications and/or applets within molecular biology and genetics.

A number of the topics we have read about and discussed throughout the C&I 355 class are directly integrated into this activity. "The Growing Role of Java Applets in WWW Presentation of Biological Information" encourages students to develop skills in the use of various Internet search engines for finding resources. Additionally, this activity fosters development of critical evaluation skills, as students analyze strengths and weaknesses of the various applets encountered, and work to find an applet which presents information in a manner which is meaningful to them. Verbal communication between students is an integral part of developing keyword lists, while written communication of findings and rationale for selection of a particular applet is the culminating activity. Instructor discussion regarding potential applications of Java applets, and the ease with which they can be embedded into anyone's web pages, necessitates discussion of the importance and proper way to go about citing the actual developer/owner of the applet, which clearly ties into the ethics and legalities strand of the course. Finally, learner diversity is accommodated by the open-ended nature of the activity and suggestions for potential modification at the end of the activity. Additionally, extension of the activity over a two day period will allow the teacher more time to work with any students who are experiencing difficulty or need additional time to complete the activity.

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Last updated on June 24, 1998