So, welcome to today's lecture, we will start with a new chapter today and which is called polarization transfer. So, polarization transfer has profound effect in many aspects of NMR spectroscopy. Polarization transfer is used to enhance the signal for a particular nuclei or it is also used to measure the distance between two nuclei because of these property actually it finds its wide application in chemistry and biology. So, we will just go and revise some of the concept that we had seen earlier. Previously like when we started the course we had seen that intensity of a resonance is proportional to the population difference between two states. So, suppose here I have a state say alpha state and beta state, how much is the population here and how much is the population here. So, this difference actually gives you what will be the intensity of your signal. Now, as we have seen that this population is governed by Boltzmann distribution. Now, Boltzmann dictates how many spins are going to be in the lower state and how many spins are going to be in higher state. Since the separation between these states is minimal. So, in NMR actually the difference between the ground state and the excited state is not much. Therefore, NMR is one of the insensitive technique. As we said that the difference between the population here and population here is not much. So, therefore intensity here is signal. So, to just give you an idea of how insensitive it is, if you record a fluorescence spectrum for a biomolecule, suppose we are probing a tryptophan which is a fluorophore and commonly used intrinsic fluorophore for doing fluorescence spectroscopy. So, for that you need maximum of 10 or 20 micromolar of sample. However, for getting a decent NMR spectrum for a biomolecule you need few 100 micromolar say 500 micromolar to 1 millimolar for doing 1D spectrum. Therefore, one can say that NMR is one of the insensitive technique that we have, but it has its own advantage and therefore, it is popular like getting the site specific resolution or information. The other important phenomena that this state difference also depends upon which type of nuclei is. So, that actually dictates the magnetic moment of the particular nuclei. So, carbon is 4 time less sensitive than the proton and therefore, if difference in the proton is this much then carbon will be less compared to that. And therefore, carbon becomes even less sensitive than the proton. Nitrogen is further like its gamma is 10 time less. So, its magnetic moment is less and therefore, the intensity that we obtain from nitrogen will be even less. So, these are the some of the phenomena. So, some are more sensitive nuclei like proton because of high magnetic moment. So, therefore, separation between these two states will be higher. Nuclei like carbon 13 or N15 will be less sensitive simply because the separation between these two states will be less and the population difference between these two states will be also less. So, this is one of the insensitive technique. So, just to summarize what we discussed, the intensity for a particular signal depends upon the difference in the population of the ground state to excited state like a typical electronic spectra like a fluorescence spectra or UV visible spectra. The difference between these two states ground state and excited state population difference between these two states is quite huge therefore, the signal intensity is remarkable. In case of NMR this the difference in population between these two states is a smaller therefore, it is one of the insensitive technique, this population is distributed by Boltzmann distribution and some of the nuclei like X nuclei nitrogen 15 or carbon 13 are even less sensitive. So, with this background we will move ahead for the polarization transfer and we try to understand the concept of polarization transfer. So, all the time we have to think how to increase the sensitivity of some of the lower sensitive nuclei even for many case proton is also not that sensitive compared with electronic spectra. However, among other NMR active nuclei proton is the most sensitive. So, can we manipulate somehow population difference between these two states? If we manipulate the difference between these two states we can enhance the sensitivity because now difference will be more. Now, manipulation of this population in two states actually energy level of the spins will be having now different population. So, here say we have a more population as expected because of Boltzmann distribution and here we have less, can we manipulate so that here becomes more and more and here becomes less and less. If we are probably able to do it we can increase the sensitivity of a particular resonance. The phenomena where we do manipulation between the population of these two states is called polarization transfer. Now, this polarization transfer can be between two same type of nuclei which is called homonuclear polarization transfer or it can be between two different kind of nuclei that is called heteronuclear. So, if we are doing this population difference manipulation between proton and proton this is homonuclear and carbon 13 and proton it is called heteronuclear. Now, this homonuclear polarization transfer gives you one of the important parameter which is used for measuring the distance between two nuclei. So, this gives you distance restraints. Now, in heteronuclear polarization transfer we will see further that actually it is used very much in multidimensional spectrum where we transfer the polarization from proton to carbon 13 then further to nitrogen 15 and that is how we enhance the sensitivity of carbon 13 and nitrogen 15. So, in multidimensional spectrum we do spin gymnastic or spin choreography where we transfer from one nuclei to another nuclei and take it back and then we record the information in macromolecule. So, we will see these concepts in coming lectures and this is essentially for enhancing the sensitivity of heteronuclear atoms such as N15 or 13C. So, let us start with a homonuclear polarization transfer. The overhouser was one of the pioneer who actually discovered this and therefore this phenomena is called nuclear overhouser effect or NOE. And actually this experiment actually opened the avenue of NMR in structural biology because actually this gives direct measure of distance between two protons. So, if you can measure the distance between two protons, we measure the network of these distance and that distance is used for constructing the structure of a biomolecules like protein or DNA and or even a small molecules. Now, so that nuclear overhouser based spectroscopy which is called NOE and that we are going to see in coming lectures was one of the breakthrough in structural biology for protein or nucleic acid structure determination. However, organic chemists actually use also this concept for like deciphering the stereochemistry of a molecule. So, this again uses the more or less same concept how these group of spins are connected and the relative orientation of them can be measured and that fixes the stereochemistry of a small molecule. So, therefore the NOE or nuclear overhouser effect actually provides the information about the proximity of a molecule. So, if this proton in space if they are connected this will be shown in this experiment called nuclear overhouser effect. So, this is actually through a space through distance correlation through space correlation it is not through bond as we have seen that many experiments works through bond and here it is through a space correlation. Now, this also allows of filtering specific reason of the spectra that belongs to nuclei in close proximity in a space. So, these are the some of the useful point for NOE. So, what actually NOE is NOE can be defined as the change in the intensity of one of the NMR resonance line when another resonance line in the same spectrum is perturbed. So, let me explain you very well. So, suppose here are these two resonance and they are connected to each other via space. Now, if I perturb this resonance the effect of perturbation of this will be seen on this resonance. This effect is called like nuclear overhouser effect and the spectroscopy that was developed based on this is called nuclear overhouser effect spectroscopy or NOG which is going to come in future lecture. So, what happens because of this perturbation there is a enhancement of signal or actually decrease in the signal of this particular nuclei because we are perturbing the resonance of this nuclei and that is given by this formula. So, eta of S because of perturbation in I will be given by the difference in the intensity here is the I0 is unperturbed intensity, I is when we perturb the signal and the ratio of I minus I0 divided by I is actually NOE of any resonance I and here so we are perturbing this signal for S. So, now I0 is the intensity of resonance I in the absence of any perturbation and I is when we are perturbing it. So, that is what here we had S was being perturbed and we are looking how the intensity of I is changing whether increasing or decreasing or altered. So, that is given by this eta factor. Now, to achieve this NOE effect as we discussed the other resonance has to be perturbed and this perturbation can be by any means here is my resonance for S here is my resonance for I we are perturbing this. Now perturbing means you have to irradiate this resonance and that can be irradiation can be done by something called continuous wave. So, what we are doing we are applying a constant RA at this particular frequency that is that is called continuous irradiation and the perturbation in the continuous manner NOE is termed as steady state NOE. We can do also if we just apply a transient pulse here for a radiofrequency pulse at the S resonance and that is called transient NOE. So, NOE effect is between 2 nuclei not 2 resonance ok. So, if nuclei 1 which gives the resonance of I if the nuclei another gives the resonance of S the NOE has to be between these 2 different kind of nuclei not these 2 difference. So, just understand the difference in this. So, resonance is generally between the nuclei not between the resonance ok. So, that means for getting NOE we have to perturb a particular nuclei and that which gives a resonance. So, how we are going to perturb by continuous wave continuous irradiation. So, here is the schematic of that experiment that we are going to do. So, as we had discussed earlier we have 2 resonance one for I and another for S here is my S here is I. We are saying continuously we are irradiating this resonance which is shown here. And this continuous irradiation is done by a say low power RF we are just want to irradiate it in a continuous manner. Then after continuous irradiation we apply a 90 degree pulse which is a hard pulse means all these nuclei can be excited and once excitation is done. So, this is applied a 90 X pulse which actually effects all of the nuclei and then we record the spectrum. So, this RF continuous RF perturbation like done on S resonance at the midpoint here and this is by weak RF pulse. So, what happens now this S is irradiated and it can have a multiplied or singlet or whatever, but whole this spin system is irradiated. And the time period for irradiation how much we have to irradiate that depends upon what is the spin lattice relaxation. So, if you remember spin lattice relaxation is the like a time it takes to come back in the equilibrium state when we put it in the minus z direction. So, say suppose our spin was here and we put it in minus z direction how much time it takes to come back to equilibrium that is called spin lattice relaxation or T1 relaxation ok. So, that T1 determines for how long we have to irradiate because we want this guys to completely irradiated therefore, we need to know how much time it takes to come back to equilibrium. So, what essentially for these experiment we have to do we have to record two experiment one where we irradiate the S resonance, one where we do not irradiate and then we take the difference of these two and then difference will tell the NOE enhancement ok. So, because of irradiation it is enhancement in the ice spin. So, intensity in the enhanced spectrum minus intensity in the reference spectrum divided by intensity in the reference spectrum this is called actually NOE between the two spectrum. Now, this can only happen if these two spins are connected through a space. So, if they are not connected they will not happen and that is what we do in the reference spectrum. So, in reference spectrum we can irradiate far away from the resonance of the of the S spin in the actual spectrum we are irradiating at the S spin in the reference spectrum we are irradiating far away from the resonance and then we take a difference and we get a NOE. Now, in another experiment which is called transient NOE so, as we discussed transient NOE we are not going to give continuous pulse, but a small rf pulse of 180 degree. Now, this small rf pulse on 180 degree essentially will invert the resonance of that particular nuclei. So, perturbation is done by this selective rf pulse. If you see sign like this, this is for the selective rf pulse. The sign like square is for hard pulse means this non-selective everything is excited and this kind of Gaussian or various shape this is called soft pulse. So, this is soft pulse, this is hard pulse. Soft pulse is selective, selectively exciting particular resonance, this is hard pulse is non-selective. So, now this selective pulse is inverting a particular resonance or a group of resonance say S spin then after that we have to do something called mixing. So, mixing time and what happens during mixing time actually spin exchanges their magnetization and that actually leads to NOE. So, here this Tm is important so, now mixing between these two spins has happened then we apply a hard pulse 90 degree, hard pulse means that excites all the nuclei and after that we record as response this is FID. So, we record response as we discussed we have to do two experiment one where we irradiate it and another is a reference spectrum which we do off resonance spectrum is recorded by applying the inversion pulse at a frequency where there is no resonance in the spectrum and then we take a difference between two like a on resonance spectrum and off resonance spectrum and that difference gives you how much will be enhancement. Now, one of the parameter that we discussed in transient NOE is the mixing time Tm. So, Tm can be varied to monitor the time course of magnetization transfer as we discussed during this time two spins talk to each other. So, if we put it for longer time they will talk more and magnetization transfer will be more if we put it for shorter time then will their magnetization transfer will be less. So, this means this permits the identification of spins which are closer to the perturb spin or which are slightly further from the perturb spin and if you vary this Tm actually this can give you precise distance information from the perturb spin. So, if say just for an example A spin is here and we are perturbing that A spin, B spin is here and C spin is here. So, effect will be more seen here than the effect will be seen here. So, that means the intensity can change if the it is closer or it is far. Now, looking at the intensity we know that A is closer to B or A is closer to C. So, in this case C will be like intensity difference will tell the distance and that actually gives you the distance information. This whole experiment will be dictated by what is the spin lattice relaxation of the perturb spin. So, we have to determine how much is the T1 time spin lattice relaxation time for A. This is important parameter because this gives the time when it goes to equilibrium state. So, then perturbation we have to tune accordingly looking at the spin lattice relaxation time for this perturb spin. So, to summarize what we are doing the how we are going to get NOE in brief by two days, one is called a steady state NOE, one is called transient NOE. In a steady state NOE we are irradiating a particular resonance or a group of resonance in particular spin by a continuous wave. One parameter to look after is the T1 of the perturbed nuclei that we have to look at. In transient NOE we are doing same thing more or less, but here we are perturbing by a selective pulse and then again we are mixing the spin states so that the magnetization that perturbation effect can be transferred to another spin and that gives you distance information. So, here is a transient NOE spectrum for a large molecule. So, here is the off resonance spectrum where actually perturbation was done quite a far and one on resonance spectrum here the perturbation was done at this spin and then you see the effect at the sum of the resonances their intensity changing. So, if you take the difference between these two you can find that all these resonances which shows the some signal where actually in close proximity of the perturbed spin like here. So, now that gives the distance information and the distance information is not too long it is approximately about 5 angstrom, but we can find it out that and one thing can you can see it the intensity of this resonance and this resonance is more than this, this and this. So, what it says that these two resonances seems to be closer to the perturbed spin and that is how one can get the distance information in a macromolecule. So, if you do quantitative estimation of this intensity of NOE signal we know the distance between all these spins. So, we need to measure a standard distance and the NOE effect and with compare to all those intensity can be relatively calculated how much will be distance between these two nuclei or group of resonances. So, now we understood the importance of NOE. Now, next we want to understand what is the origin of this NOE. So, NOE arises because of the dipolar interaction between two spins. Now, as we know that each spin is a dipole and between these dipoles is a dipole and dipole there is a interaction. So, that means this interaction if you remember from your undergraduate physics dipolar interaction is a distance dependent and that is why we said that up to 5 angstrom the NOE effect can be seen. So, NOE arises because of dipolar interaction the also it depends upon if you look at there is a angular aspects to that. So, how spins are oriented with respect to each other. So, this actually gives you lots of information about the orientation of spins the distance and of these spins and many of those stuff. Now, so whenever a nuclei is perturbed from its equilibrium states equilibrium state what we mean where the lower states has more population than the higher state. So, that is equilibrium state. The perturbation is transferred to its neighboring nuclei by a dipolar interaction. So, suppose these two spins spin I and a spin S are connected by dipolar interaction we are perturbing the spin S. Now, perturbing means we are changing the population in these S spins. So, population between these two states the ground state and say the excited state or the alpha state and beta state. So, if you are changing the effect of that will be transferred to this spin and that is because they are interacting by a dipolar action. So, this extent of perturbation how much we are creating depends upon how they are relaxing. So, relaxation rate of this and how strongly we irradiate this what is the strength of that irradiation pulse what is the duration of that irradiation. So, all those plays effect and therefore, this effect is quite quantitative because we can change the irradiation strength and duration of irradiation and we can look at how far the irradiation effect has reached. So, extent of NOE depends upon various relaxation properties. So, we look at in a more qualitative and quantitative manner how the NOE is dependent upon relaxation property of particular spin. So, just for simplified treatment we will just look at two spin system like weakly coupled system that we had discussed earlier, AX system. Now, AX system will have four states say alpha alpha state, alpha beta state, beta alpha state and beta beta states. So, these are the four states for AX system. Now, the population in actually these four states let us write it P1, P2, P3 and P4. So, as we have seen so, these two transitions here A1 and A2 is for A spin, A spin suppose write and these two are for X spin. So, this transition will give one line and that transition will give another line and similarly here we have two transition giving one line and another line. So, that is the four states and the population A1, P1, P2, P3, P4 of these states. Now, as we have seen earlier this transition we define as omega 1, omega 1, omega 1 and omega 1 this is called single quantum transition. What is happening here? There is only one flip. So, alpha goes to beta state here. In this case first spin alpha goes to beta state. So, change in the quantum here is one again here, here and here. So, therefore, these are called single quantum transition. Now, here if you look at alpha alpha goes to beta beta states that is called double quantum transition and in this case there is a spin flip flop. So, alpha goes to beta and beta goes to alpha. So, this is called zero quantum transition. So, we have three kind of transition probability into a spin system omega 1, omega 2 and omega 0. So, we looked at the four these populations and the polarization of these four states. So, A1 and A2 are transition for A spin, X1 and X2 are transition for X spin. So, that is what we look that the omega 1 is transition called single quantum transition and omega 0 is called zero quantum transition and omega 2 is called double quantum transition. So, intensity of this case like A1 intensity will be dictated by what is the difference between P1 and P2. Similarly, intensity of A2 will depend upon population difference between 3 and 4, intensity of X1 depends upon the population difference between P1 and P3 and for X2 it is P2 and P4. So, at equilibrium all these will have equal population difference and resulting identical intensity of all four transition for a homonuclear system that we have seen previously. So, this is A1, A2 and this is X1, X2 all equal intensity because the difference between these populations are equal. Now, let the population difference be equal to D that let us define that. So, total intensity of A transition here A transition A1 and A2 will be equal to 2D. So, here that is what we measure the population difference let us define as D. So, for this single quantum we have 2D intensity for A line. Now, let the A transition be saturated we are irradiating A transition by continuous RF. So, now, population between the perturbate state is going to be P1 and P2 will be P1 minus D2 here and P3 P4 will be P3 minus D2 and A transition because we have irradiated A. So, like A transition will have 0 intensity and X transition will have like X1 plus X2 that will be here X1 plus X2 will be P1 minus P3. So, as we were saying now we had A and we had X, we irradiated this. So, here there is no signal and we get some signal which of equal intensity and minus P1 P2. But where is the enhancement of the signal? So, where is the signal enhancement? We got some intensity, but can we quantify that signal enhancement? Now that let us look at in the next lecture how we are going to get the enhancement in the X signal. You think over it and we will continue from here how using this concept we can enhance the signal of X spin if we are perturbing the A spin. So, we will continue from here. Looking forward to have you in the next class and let us have some questions. If you have any doubt do not hesitate to contact me again. Thank you very much.


In so hr, da se vse, zelo bi prejel vsočit, mihrožitev za vzgledanje in vzgledanje, vzgledaj za vzgledanje in vzgledanje, vzgledaj za vzgledanje, vzgledaj za vzgledanje. In tako, sem tko, da je z radiobaz, vzgledaj za domenje, vzgledaj za domenje, za tudi, kako jaz radiobaz, za tudi, kako jaz radiobaz. In tako, da je zdaj, Zigen. So now I show you where I work. So here I work in Bilbao, which is in the bus country, so in north of North Spain. And these pictures are from Bilbao, and this is from the sea next. So why is this multipartite entanglement topic is important? Because full tomography is not possible. So you have to do something else to qualitatively karakterize the quantum state. Of course, you can say entangled, but this is not sufficient because for a many particle state it does not give enough information, so you should say something about how entangled the state is and what it is good for. So can you hear me? Okay. So let's see first what entanglement is. So simply a state is separable if it can be written as the mixture of product states. And if a state cannot be written like this, then it is entangled. So the definition is very simple, but again the problem is that if you have one million particles and two of them are entangled, then the entire one million particle state is entangled. So we have to find some other definitions. And here a k-producible state is the following. It's a state which is a tens of product of at most k-qubit units. And the mixed k-producible state is simply a mixture of pure k-producible states. And if a state cannot be written like this, then we say it's k plus one particle entangled. So for example, this state is two-producible because you can put it together from two-qubit units, then don't do anything with each other. And here this is k-producible because you can put it together from units that three-qubit units that don't interact with each other. So, and now we can also think on what can be measured in a many particle system. We cannot just measure anything because we cannot access the particles individually. So what we can measure is the collective angular momentum components. So that we can measure their expectation values and we can measure their variances. Basically these are the typical quantities. You can measure in an ensemble of one million particles of spin half atoms. And so in this context, they developed this so-called spin squeezing criterion that detects entanglement in a very simple way. So there is the spin squeezing parameter defined with these operators. And the statement is that for every separable state it is equal or larger than one. And if it is smaller than one, then the state is entangled. So what kind of states give you a value smaller than one? Of course a state for which this is large and this is small. So it means that the state has to have a large spin polarization in one direction. And in an orthogonal direction, it has to have a small variance. And later it will be clear why is it good for metrology. Generalized spin squeezing criteria have also been developed. So for certain cases, actually we have even a full set. So if you have only these input parameters in a multi-particle system, then there is a criterion that detects all entanglement that you can detect based on these. So this is so far just entanglement. So we still have this question that if you have one million particles and you say entangled, what does it mean? But you can also manage to detect multi-partite entanglement, which also tell you a number, let's say five particle entangled. That is the work of Sorensen and Maulmer, which detects such entanglement close to spin squeeze states. So the states that I mentioned is highly polarized states, which have a small variance in some direction. And there are also other criteria for unpolarized states, which are actually sort of, they contain the first criterion as a special case. And there is no more as far as I know. So with collective observables, these are the only criteria that can tell you 100-particle entangled or 50-particle entangled. So this is now a problem that we would like to solve. So far this was the summary of my, so my summary about spin squeezing and entanglement. And now I would like to talk about metrology. So why is this metrology interesting? Because, so first, we would like to detect multi-partite entanglement that is surely good for something. So it's not only mathematically multi-partite entanglement, but it is useful for some metrological procedure. And the second point, and we would like to have a method that does not have to be, let's say, tailored or made for a certain state, but we can detect entanglement around various states. And we just plug in certain data, and then we get a method that can detect entanglement in various experiments. So now I will attempt to show such a method. But let's see first what is quantum metrology. So fundamental task in metrology is that you have a unitary dynamics where a density matrix enters, it suffers a certain unitary with a parameter theta, and then you get this rho theta as the output. And what you would like to do is you would like to estimate this theta based on measurements on the rho theta. And typically, they take not just any dynamics, but when the Hamiltonian operator is the angular momentum component, because then this is just a sum of single spin terms. So it does not contain an interaction, and it's much easier to create such Hamiltonians in a controlled way than creating interactions in a controlled way. So now let's see that, so how can I compute the variance of the parameter estimation? Let us imagine that at the output, so here we measure m, we measure the operator m. And we would like to, or the expectation value of operator m, and we would like to estimate theta based on this. Then the variance of this estimation depends on how big is the variance of m and how much the expectation value of m depends on theta. Of course, if it depends on theta very much, then the variance will be small. On the other hand, if m has a large variance, so the operator that would tell us something about this parameter has a large variance, then the variance of theta will be small, that will be big. So this is just a qualitative explanation, but this is a standard expression called the error propagation formula. So now there is a statement that the parameter estimation variance is always bigger than one over the quantum fissure information, which is just a quantity that depends on the density matrix and the operator a, in our case jl. And this is just a formula. So it does not look so nice, but simply is the function of rho and a, and what it does is just tells you a lower bound on the parameter estimation. So you notice that here, this variance depended on m, depended on n, so the operator what we measured. And here you don't see an m on the right hand side because this is a lower bound for any measurement. So it sort of tells you what is the best precision you can achieve if you are able to choose any m. So now there is a statement that for separable states, this quantum fissure information is smaller than n. So it's a very interesting finding because it's a general relation between the quantum fissure information and separability. So for any state where you find that the quantum fissure information is larger than n, then you know that the state is entangled. So this relates the metrogika usefulness of the state to entanglement. And there is another related finding that actually if you have k-particle entanglement only, then this thing is smaller than kn. Of course, n-particle entanglement would correspond to n square, which is the maximum of this quantum fissure information. So it means then if you measure this quantum fissure information, then you can get indications of five-particle, ten-particle entanglement quite straightforwardly. And n is the number of particles, and this is for spin-half. So this is for spin-half particles, and this is a component of the collective angular momentum. So you can easily change it to q-dits, but this is just q-bits, but then there is an additional constant if it is q-dits. And since I said that the quantum fissure information gives you a bound on this parameter estimation variance, you can have similar relations for the parameter estimation variance, so for separable states, this holds, and for states with a k-particle entanglement, this holds, and state with n-particle entanglement, so basically any quantum state holds that variance of theta is bigger than 1 over n square. And in metrology, one would call this a short noise limit, and one would call this the Heisenberg limit, and what is interesting that these things can be derived in this framework in two lines, and before there was a lot of literature on how to show these bounds in various setups. And the idea is that any state that violates this has k-plus one-particle entanglement, so there is an easy way to detect multipartite entanglement, we just look how well we estimate a parameter, and if we estimate it better than a bound, then we know that the state is entangled or multipartite entangled. So now I go to the next idea, so what does it mean now witnessing metrological usefulness? So one way to detect entanglement or metrologically useful entanglement is what I explained, that we just measured the variance of theta, and if it is, we know that the quantum fissure information is larger than this quantity, and so if it is smaller than a constant, then we know that the quantum fissure is larger than this. So the idea is we just make the metrological process, we look at how well we can estimate the parameter theta, and from this we can get bounds for the quantum fissure information. And so this has been done in several experiments, and what is the difficulty in such experiments that you have to produce the dynamics. So you produce the quantum state, you produce the dynamics, and afterwards you measure something in order to estimate this quantum fissure information, and also one has to remember that the dynamics might be noisy in this way you underestimate the quantum fissure information. And what we would like to do is something else, because we would like to estimate how would the precision work if we did the metrological process, and we assume perfect metrological process, and this way the dynamics does not play a role, we just characterize the state only. So the point is that we use the same ideas with entanglement witnesses that we measure several things, and then we say the quantum fissure information is at least, I don't know, five, but we don't carry out the dynamics. So let's see. Now I show you a simple example of this. So again about the spin-squeeze states, what I have mentioned. So you see this is the spin-squeeze state, it has a big spin in one direction, and the uncertainty ellipse is deformed for a fully polarized state, it would be a circle or at least a symmetric object, but now in one direction it is squeezed, and in the other direction actually it's increased, and it's clear that as a clock arm you can use it to estimate rotation angles. So if you rotate this spin around this axis, then if you measure JZ, expectation value, then you can estimate the theta angle very well and better than with a fully polarized state. So as I said, there are several experiments with this in quadrasses, and you can even obtain the variance of the parameter estimation with collective quantities, so you don't have to make the estimation, you just measure this quantity, this quantity, and then you get the parameter estimation variance, and from this if you reach various levels you can deduce that the state was two-party entangled, three-party entangled, four-party entangled, you don't have to make the metrology itself. So, and now there is another example with other type of states, so these are now not like the spin-squeeze states, fully polarized, these states don't have any polarization, which means that the Jx, Jy, Jz spin expectation values are zero. On the other hand, they are very interesting because in two directions the variance is large, the spin variance is large, and the third direction is zero. So it's like a pancake. You have a pancake, and then you rotate this pancake of uncertainties, for example, with these dynamics, and you try to estimate the theta parameter, and now you have to measure Jz square, not Jz, because Jz expectation value is zero. As I said, it does not have a spin. You see that this little dot indicates that Jz, Jy, Jx expectation value is zero, and one can again get a closed formula for the variance of the parameter estimation. So you measure these quantities, these are expectation values of the initial state, and then you get the optimal parameter estimation variance without making the metrology. So, this was also tested on experimental data, and you see that these were two examples, where for each setup, somehow a certain formula had to be derived, but if there is another setup, then one needs to look for another formula, so one would like to find a better method or a more general method, and a method that estimates the quantum fissure information rather than the parameter estimation variance. So, what does it mean that we would assume that we can measure anything at the output, on the output state, we can measure anything, and then we would like to know what is the best parameter estimation variance we can achieve. So, in one word, we would like to know how would the state is for quantum metrology, we allow for any operator to be measured, and essentially we want to estimate this quantum fissure information. So, I mentioned that there are works about related results in the literature. So, in the literature there are similar results, where they calculate the quantum fissure information based on measurements for systems in thermal equilibrium, and they need for this so-called dynamic susceptibility, and you see that they need this as a function of a parameter, when afterwards they calculate this integral and they get the quantum fissure information. So, now we would like to have results not for thermal equilibrium, and also we would like to have a method that can estimate the quantum fissure information based on few measurements, so not let's say a continuous measurement or measurement of a function of a continuous real variable. So, for this we use this characteristic of the quantum fissure information, which has been found recently, that it is the convex roof of the variance. So, it's a surprising thing, because convex roofs appear typically in quantum information, and they don't appear in other areas of physics, but it turns out that the quantum fissure information is the convex roof of the variance, where this optimization goes over all possible the compositions of the density matrix. And so, because of that one can try to use similar techniques to estimate it as has been used, as have been used for estimating the entanglement of formation. So, what is the idea? We want to find the lower bound of a function g rho based on the expectation value W of an operator upper case W. And this linear bound typically looks like this, that you have R, which gives you the slope, times W minus a constant. And the constant takes care that the line is always below the function itself. And of course, for every R you would have a different constant. And the textbooks say that actually this constant here is just the so-called legend transform, this quantity, which is obtained as an optimization over density matrices. And then, of course, the best linear lower bound comes from an optimization over the slope R. So, simply you have to calculate this in order to get the particular function of rho based on that we know the expectation value of this upper case W operator. And it turns out that if we have a quantity that is defined as a convex roof, then we need here only an optimization over a pure state. So, you remember that here it was an optimization over a density matrix. It's quite complicated, typically. Now it's much simpler. It's an optimization over a pure state. And this is quite similar to the simplification they found for entanglement measures. But now we can have an even better formula. So this would have been the formula that I mentioned for our case, optimization over a pure state. And after some algebra, it turns out that it's enough to optimize over a single real parameter in order to get this legend transform. So it's very good, because imagine instead of all the elements of a pure state, you have a single real parameter. And because of that, somehow this quantum fish and information looks like optimal or ideal quantity for this legend transform technique. So these are the results. So imagine that you measure an operator and you want to give a lower bound on the quantum fish and information. So, for example, you measure the fidelity with respect to gs state. So essentially you measure the expectation value of the projector to the gs state. And here you get a lower bound on the quantum fish and information normalized by n square. And so if you reach a fidelity larger than 1 half, then it is non-zero and goes up. And it's obtained analytically. So it's very interesting that we could even obtain this analytically. And the similar thing we found for dike states is just another type of highly entangled quantum states that I have already mentioned. So these are the symmetric superposition of all the states where half of the atoms are in zero and half of the atoms are in the one state. And for various n's now they don't collapse even after I normalize dn square. So, why is it good? Because imagine you measure the fidelity and immediately you know what is the metrological usefulness of the state. So you don't have to carry out the metrology. You can imagine what would happen if you carried out. And before making the metrology, you can, for example, prepare a state which is good enough, or you can just use that you know the quantum fissure information to characterize the state. And these fidelity values are known in experiments. You can look them up and calculate what would be the corresponding quantum fissure information. So this we have done for many experiments. So these were small systems with a couple of qubits, ten qubits. But you can now consider very many particle systems and for them this inequality gives a lower bound on the quantum fissure information. I have shown this already. So again, the idea is that you measure this. This is an expectation value. You measure this variance. This is a variance of a collective quantity. These are straightforward to measure and you get a lower bound on how good the state is for metrology. Now we can do this with our method. So again, we measure this jz and the variance of the jx squared. And our method for every point in this figure, for every physical value for these two parameters give you a lower bound. And so this is the scale of the quantum fissure information. And the interesting states here, this is the fully polarized state when the spin is maximal, you see. Then the spins quiz states are below because then you decrease the variance. It becomes smaller. You see it's very red because simply the quantum fissure information increases. This is the fully mixed state. The quantum fissure information is zero because it's useless for metrology and this is the decay state. So our method just gives a result. You plug in these two operators, push the button and then it gives you the values of the quantum fissure information corresponding to those measured expectation values variances. And what is interesting is that in the lower part we get back exactly this Tadze-Smerzi bound. It's very nice because actually it shows that we probably did not make a mistake in the algorithm. Second, it shows that their method is optimal. And we can even add further operators to these two. So for example, if you assume that we know jx to the force, so this other moment, which is a reasonable thing in an experiment, then the original bound, which is here, can be improved. So you see that you get a better bound and we can also assume bosonic symmetry, then you get again a better bound. So it means that you can add as many operators as you want or various characteristics of the state and it will always give you a lower bound on the quantum fissure information. And this is now an experiment with 2,300 atoms. So for this speed squeezing parameter is 0.15. You remember that if it's smaller than one, then the state is entangled and sort of the smaller it is, the better the state is squeezed. The Tadze-Smerzi bound gives you then a quantum fissure information corresponding to this value. And our method gives the same, which is, again, shows that our method is probably correct, shows that in this case, the Tadze-Smerzi bound is optimal, but it also shows that we can calculate sinks for systems of this size and we could also add further parameters and get a better bound. So we don't have to measure only those two sinks that appear here. So we can instead of this and this, of course we can measure, for example, this. And we made similar calculations for the decay states, decay state experiments. So I just mentioned before I finish one of our ongoing works. So we are interested in other bounds for the quantum fissure information and for pure states, the quantum fissure information over four equals the variance. So it's a mathematical property of the quantum fissure information. And for mixed states, there is a difference. So this is always bigger than the other. And we found the upper bound on the difference, which depends on the linear entropy. So essentially the purity of the state. You can see that if the state is pure, then this will be zero. So the two sinks have to be equal, but if it's not pure, then there is a difference. And for example, this makes it possible to estimate the quantum fissure information if you have an idea on the purity and you measure the variance. So I would summarize my talk. So we discussed the very flexible method to detect multi-partite entanglement and meteorological usefulness. The method is general because you can choose any set of operators and the method gives you an optimal lower bound on the quantum fissure information. And these two papers contain mostly what I have been talking about. So I was mostly concentrating actually on the second one. This is about the quantum fissure information and bonding it from below. And the other was the special case of the Dicke state I also mentioned. So thank you very much.


Well, it seems as if the For the People Act is dead. And the reason why I say that is because Joe Manchin, Senator from West Virginia, has decided that unilaterally he's killing it by choosing not to support it. Now if you're unaware as to why the For the People Act is so important, well across the country, Republicans and state legislatures have been introducing these draconian new crackdowns on voting rights. They want to explicitly suppress the rights of citizens, make voting more difficult so that way they can effectively rig future elections in their favor. Joe Manchin is saying, I am opposed to this. Now if you're unaware how prevalent voter suppression laws are, this tweet from Bernie Sanders puts it into perspective. These are all of the states where Republicans have introduced legislation to crack down on voting rights, 48 states. And the one piece of legislation that hasn't really been that controversial surprisingly within the Democratic Party is the For the People Act. It expands access to voting. It makes automatic voter registration a thing in all 50 states. It ends partisan gerrymandering. It's objectively a good thing if you care about democracy. Now there are some criticisms with the bill as it relates to third parties and not treating them as fair as the Democratic Party and Republican Party. But putting that aside overall, the net positive of this bill is undeniable. And Joe Manchin unilaterally is choosing to kill it. And the reasoning he gives as to why he's not supporting it is just absolutely insane. Even Kirsten Sinema supports the For the People Act. That goes to show you how unreasonable Joe Manchin is being by not supporting it. Now as Jake Johnson of Common Dreams explains, Democratic Senator Joe Manchin of West Virginia penned an op-ed Sunday vowing to oppose the For the People Act when it hits the Senate floor later this month. And reiterating his objections to eliminating the filibuster, effectively guaranteeing that the ambitious voting rights bill will fail to pass. Published in West Virginia's Charleston Gazette Mail, Manchin's op-ed comms as Republicans are pushing hundreds of voter suppression measures at the state level across the nation. Attacks on the franchise that could be neutralized by passage of the For the People Act. According to the latest tally by the Brennan Center for Justice, at least 14 states this year have enacted 22 new laws that restrict access to the vote. Given the enormous implications of the ongoing voting rights battle, Manchin's article drew a furious response from fellow members of Congress and progressive activists. Manchin's op-ed might as well be titled, while all vote to preserve Jim Crow tweeted Representative Mondair Jones. We didn't need an op-ed to know you're unwilling to protect our democracy, Representative Mark Pocan added. The only Democratic Senator who has refused to co-sponsor the For the People Act, Manchin wrote Sunday that he will vote against the bill this month because it has advanced through Congress without Republican support. Yeah, so he's not supporting it because Republicans aren't supporting it and it's partisan and bipartisanship is everything according to him. So since no Republicans are supporting it, he can't support it because it's too divisive. Now he explains his reasoning or lack thereof in an interview with Chris Wallace on Fox News and he also just hilariously tries to pretend as if he cares about democracy while opposing the one bill that fixes a lot of the issues with our democracy. Take a look and see what he has to say. You know, voting is a bedrock of our democracy. An open, fair, secured voting. We used to go around the world and explain and show and observe voting procedures in a democracy. And now if we can't practice what we preach and we're going to basically do an overhaul, an 800 page overhaul of the voting rights or what we call for the People Act, I think there's a lot of great things. I agree in that piece of legislation, but there's an awful lot of things that basically don't pertain directly to voting. So the voting rights out or now we just, sure. I just, so just to put a button on this, you will vote against that bill if it gets to the Senate floor. I think it's the wrong piece of legislation to bring our country together and unite our country and I'm not supporting that because I think it would divide us further. I don't want to be in a country's divide any further than I'm in right now. I love my country. And I think my Democrat and Republican colleagues feel the same. If we continue to divide it and separate us more, it's not going to be united. It's not going to be the country that we love and know. And it's going to be hard because it will be back and forth no matter who's in power. And that's why I've been protecting the process. So because it's supported along party lines, it's too partisan and therefore it's too divisive. The effort to rig future elections systematically that's occurring in 48 states, as that Bernie Sanders Tui pointed out, that isn't necessarily divisive. What's divisive is the effort to fix democracy, rein in dark money and politics. Stop partisan gerrymandering. That is what's divisive to Joe Manchin. He's just the clown. And again, you can tell how unreasonable he's being because he's the only individual in the Senate who caucuses with the Democratic Party who's against this. Independence, Bernie Sanders and Angus King support this. Kirsten Sinema even supports it. Even the most right wing Democrats, John Tester, he supports it. It's only Joe Manchin who's choosing to side with his right wing buddies who's against this. Now I could say a lot about this, but I think that Jamal Bowman in an interview with John Berman on CNN put best. Joe Manchin has become the new Mitch McConnell. During Obama's presidency said he would do everything in his power to stop Obama. He's also repeated that now during the Biden presidency by saying he would do everything in his power to stop President Biden. And now Joe Manchin is doing everything in his power to stop democracy and to stop our work for the people, the work that the people sent us here to do. H.R.1 not only is a huge bill when it comes to voting rights, it's a huge bill in terms of getting big money out of politics, protecting our elections against fraud and ending gerrymandering.  And the Republican Party is aiding and abetting that. And Donald Trump is obviously doing that as well. So Manchin is not pushing us closer to bipartisanship. He is doing the work of the Republican Party by being an obstructionist, just like they've been since the beginning of Biden's presidency. That's exactly right. He's the one who's being a partisan actor, but he's doing it in the name of bipartisanship so less people notice. They think that he's not being a partisan actor, but really he is a partisan actor because he's representing the interests of the party that he cares about the most, the Republican Party. I mean, his state of West Virginia, it went to Donald Trump. He contemplated voting for Donald Trump back in 2020 in the event Bernie Sanders was the Democratic Party's nominee. So this individual is more of a Republican than a Democrat. And so, you know, it doesn't really matter what excuse he wants to come up with. In actuality, what really this is about is him being a coward and unwilling to stand up to his corporate donors because even the most corporate Democrats support the For the People Acts. But the thing that he probably doesn't like is the provision that would force super PACs that disclose their contributors, which to him is a bad thing because they want to be able to donate unanimously to both parties and they don't really want to out themselves.  Like it's not just corruption. Understand that this individual absolutely loves all the attention that he's getting. He loves being the lowest common denominator and he loves that every single piece of legislation has to be approved by him in order for it to get passed. Basically, this individual, this senator from West Virginia is the president of the United States. Joe Biden isn't doing much to reign him in. I mean, he made this like tepid condemnation of him kind of without naming him the other day. But if this is going to keep happening unless Joe Biden puts his foot down. Now, Joe Biden can complain all he wants publicly privately. But the thing is that I think that Joe Biden actually likes what Joe Manchin is doing because it gives Joe Biden plausible deniability. He doesn't like the fixes that his party wants to implement and he's kind of being forced to at least pay lip service to some of the more progressive things. He's not standing up to people like Joe Manchin. He's not using his bully pulpit to condemn individuals like Joe Manchin because I don't think he wants to. I think that he likes that Joe Manchin is doing this. He's taking all the heat for Joe Biden. So Joe Biden doesn't necessarily have to look like the villain in saying, I don't actually support all of these things that I ran on.  It's unacceptable and his constituents should absolutely be calling him and asking why he's siding more with the authoritarian party than the weak Democratic party who at least wants some fixes to our democracy.


Hello, hello, and welcome to PED in your PJs. I'm so excited to be here with you tonight to talk about the steps that you need to take in order to start using CISAW's activity library. We've made so many great updates in the last few months, and we're just really excited to have you with us tonight so you can learn how to use this amazing resource. Quick introduction, though. My name is Julie. I was a high school ELA teacher for 18 years, and now I'm on the teacher community team at CISAW. I would love it if you could take a minute and find me on Twitter. If you're a Twitter person, find me. I'm at EdTechJulieJay and give me a follow. I'd love to interact with you there. I share lots of tips and resources related to CISAW. And then, of course, you can connect with our whole team on Twitter at CISAW. Now, mainly, I want to remind you too that this particular training is just about the activity library and how to use activities with your students. So if you are brand new to CISAW and you've never created an account or added students or created a class, I'd love for you to participate in our brand new to CISAW trainings. Those are hands-on and they're just for your grade level. Now, I've included the link there. You can see the link at the bottom of the slide. You're getting these slides coming to you in your email in just a few hours. So if you open these slides and you click on that link, you could go right to one of those trainings and participate in that if you haven't already. OK, so like I said, we're going to be talking about the activity library. And what I'm going to do for a second is I'm just going to pop into the question box. I'm going to leave this slide up on the screen and I'm going to double check just to make sure that everybody is hearing OK and doing OK. Yep, looks good. Just wanted to make sure we're all good and ready to go before we get into the main content of our presentation. Yeah, so we're talking about the activity library and you can see kind of a screenshot of that there to the right of your screen. And the main thing we're excited to tell you about that is it's a resource created by teachers just like you and it's designed to help you get ideas for how to use CISAW in your classroom. And also as a benefit, it's going to save you lots of time. So if you've ever been thinking about I want to try CISAW, I'm ready to have my students use CISAW, but I just don't know what they would do.  So you know they've been tried with students before in the classroom and you are able to then look by grade level and by subject to find something just just right for your students. And then like I said, as a bonus or a benefit, what I think you're going to find is that you can log fewer papers home. So you don't have to lug those big binders or folders because CISAW's activity library is going to let you see what your students know and see all of that in one spot. So I'm so excited to introduce you to that tonight and I'll be on hand to answer questions at the end. So you can see a question box probably if you pull out your little drawer and go to webinar. You can type something in if you have a question about activities. We'll save a few minutes for those at the end of the presentation. But here's our topics tonight. We're going to talk about how you can browse, save and share in the activity library. So those are our three main steps. But first, I'm going to add a bonus step. This is kind of like a fourth step. I'm going to tell you the very first thing you would need to do for sure if you're going to start using the activity library is make sure your CISAW app is updated. And that's because we made a lot of improvements and especially this feature or the activity library was updated over the summer like in June of 2018. So if you have had the app CISAW on your tablet or phone and you've never updated it, make sure you're using the latest version. You're going to want to be looking in your app store for something that says CISAW 6.0 or higher. And that's going to be whether you're on like an Android tablet or on an iOS device, you're just going to want to go to your device's app store and update that. And something I'm going to tell you too, if your students can't see the activities tab, we have people submit, you know, help tickets about this pretty frequently. And saying, I have activities working for me, but my students can't see it. It might be that their apps aren't updated either. And you may have to reach out to some IT people at your school or in your district to do that for you. It depends on how your school has set their permissions on your devices. But to see these activities and to have them work properly, you're going to want to make sure you're on CISAW 6.0 or higher. OK, so just some tech help there before we get too much further into the presentation.  And you don't need to worry about updates. But if you're using a phone or a tablet, you might need to update your app. OK, so let's get going. And I'm going to live demo for you for most of the presentation tonight. So I'm only going to be in these slides for a few more minutes.  What I want to tell you is when you first open your CISAW class or create a CISAW class, if you're starting brand new and setting up for the first time with students, you might see a prompt that looks something like this, a reminder that CISAW has ideas ready to go for you. And you could click that blue button there and go right to the Activity Library. You might see that waiting for you in your class if you're joining or getting in your class for the first time. And CISAW is going to suggest some ideas that look like they would probably be appropriate for your students based on the grade level that you've set your class. But the main way you're going to get to the Activity Library, if you don't see this button, you'll only see this when your class is empty. If you have a few things in your class already and you're ready to get to the library, you're going to get to that from that big green Add button. And of course, you do other things from there too. And you can see the list there. You can post something right to a student's journal. You can create your own activity. And we're not actually going to talk about that in this particular presentation. But this is the spot that will take you to the Activity Library, that big green Add button to browse the library. And that's our first topic tonight. So you can browse by grade, subject, or you can type in a keyword. And that's really helpful too. If you're doing fractions in your class and you know you just want to find something that's specific to fractions, you can type that right in. And then we're also going to talk about how, when you tap that Like or Heart button, that's going to save it to your library. So that's how you save activities. And I'm going to live demo that for you in just a few minutes. I also want to tell you that we have some collections in the library. So you'll see those tiles, those colorful tiles there, those rectangles. Those show that there's collections there that you can click on. And this is my favorite one. It's the Getting Started Collection. So you'll see that for your grade level. No matter what grade level you have selected for your class, CISA is going to recommend a Getting Started Collection that will give you some activities that are perfect for introducing your students to CISA and a great way to get started with the Activity Library. And the cool thing about those Getting Started Collections is that they really are designed to introduce one of CISA's creative tools at a time. So you can see just from this screenshot here that these activities kind of focus on a different thing. Like this one focuses on the camera or photo tool. And here you can see the drawing tool, the note tool here. We have some audio recording over a photo here. And then this introduces the link tool. So you can see, and of course they'll look a little bit different depending on what grade level that you're using. This is a screenshot from a fourth grade class, but five activities to orient your students right to CISA.  And they're going to be right at the top of your screen, whatever class you're in, whatever grade you're in when you're browsing the library. So really love these Getting Started Collections to introduce one tool at a time. So this is the part that I'm really looking forward to you and that's where I'm going to do some live demo for you, okay? Remember we said we're going to talk about browsing, saving and sharing. So I'm going to try to demo all of those things for you in a demonstration CISA class. So I'm going to pop out of my slides to do that. Let me do this. Okay, so you guys know if you've joined me before for any trainings that we have some classes that we use for shops and PCs and trainings. And we use those with grownups mostly, but we have examples of student work here too. So we use these to train just like I'm using them with you in this live training. So this is a class that's set to fourth grade. And I'm going to try to demo for you what it looks like only to go into the library as a teacher, but I'll also try to switch devices for a second and show you what it looks like to respond to an activity as a student. So remember you're wanting to look when you're in a teacher's view. I'm in as the teacher. I'm in a class called Mrs. V's fourth grade. As a teacher, you want to hit that big green add button to browse the activity library. If you're logged in as a student, you're not going to see the option to browse the library. Students don't browse the library, that's for teachers. So students won't go to this screen, okay? So I am going to browse the activity library. And you're looking at a little bit right now. I'm gonna go right into CISA's library and you're gonna see what that looks like. You can see this blue bar at the top. It tells me that I'm in the activity library and then it's going to let me browse. Now I'm in a fourth grade class. That's what I was demoing from. So CISA is setting this search kind of at the fourth grade level, but I can switch to any grade here. So I can filter by any grade that I want, okay? So you have choices here from pre-K all the way to 12th grade. And I'm gonna tell you when I'm searching for things, I oftentimes switch it to all because I just want to see what's there for a certain keyword, but you can switch it to any grade. You have lots of choices for subjects here. And then of course you have these collections at the top like we talked about. They're kind of noted by those rectangle tiles and making my screen a little bit bigger for you. So it looks a little better as you're watching me present. So you have these collections. Remember when you see a gray bar like this, that means you can scroll. So anytime you see that gray bar, feel free to scroll. And I have a lot of popular activities depending on what grade level I select here. It'll show me the popular activities for that particular grade. So you can see some things that other teachers are trying and using. And this just is really cool because teachers have created and submitted all these activities. And so you really know that they're being tried. We also feature some authors. And again, these are just teachers who are contributing to our library. So it's awesome to know that they're using these activities just like you. You have some recent ads. And I'm just scrolling down because I want to show you that there are more collections down here. So if I don't scroll down, I'm afraid I would forget to tell you you have some collections here at the top, but then the farther you scroll, you see these other collections. And remember you can always use that scrolling bar to go through and see some other options. And you have some other options for browsing here. It's the same search terms that you have up here. You know, like I can filter by grade or by subject, but you also have those buttons that will do that at the bottom of the screen. So now I'm still in fourth grade here, but if I switched it to all, and then I typed that word that I was mentioning a second ago, I said fractions, let's see what would come up. I'm filtering by all grade. I've typed in fractions because that's something that I know I want to look for. And then look at all of these options that come up. So I have lots of ways that I can browse the library. So something else we are going to talk about in this particular demonstration is not just browsing, but how would I save the activities that I like or that I want to use with my students? So I just want to remind you, it's so simple. All you're really looking for is that like button, that pink heart and you, anything you want to use with your students, in order to like save it to your own library, you need to give it the pink heart, okay? And I hope you noticed it as I did it in real time. I might undo it and then do it again. What I want you to watch for is how this, these three dots pop up and this bar down here pops up. So I'm going to un-heart it so you can see that in real time. And whoops, I don't know if it will do that for me. Okay, I'll do it on another activity. It's prompting me to add it to a collection. I'll do it here. Watch the bottom right here, okay? Watch this space right here where I'm twirling my mouse. I mean, I'll give it a like. And then the cool thing here is Cisa's going to remind me that I can go ahead and let my students respond to that by sharing with my class or because I have saved it now to my library. And I like to kind of think of that heart button as kind of like a save button. You're kind of saying you want to save it to use it with your students. But now I also have this option. This is what I could have done a minute ago to un-heart it. I could have just removed it from my library. But what I can do is add it to a collection. So if I want to group some things together, I can. Or this will be useful at some point too and we're not going to go into too much detail about this tonight. But if I want to change just a few things about this activity, like I like this activity that Kim has created but I want to change a little bit of it. I can kind of just make a copy for myself and then I can edit it and change it however I want. And that's really helpful because maybe there's just a few extra instructions you want to give to your students or maybe you want to change the image. But to get to this option, you have to give it the heart. You have to like it, okay? So that's what I just wanted to remind you about. You want to make sure that you're clicking that heart button on anything that you want to use with your students because that's what's going to give you those extra options, those options to then customize it to edit it or to share it with your students. So I can practice it one more time, show you how I'm doing it. Remember, I don't have those options showing up for me now. Okay, those three dots are going to show up after I give it the heart. Okay, so I've given it, this looks like a really cool activity too. It's an app smash, looks really neat. I've given it the heart. I can go ahead and share it with my class right now or I can even add it to a collection like I can group it together with some other language arts activities for myself or I could change some words by choosing to copy and edit it. Okay, so I really want to just emphasize that using this heart or like button is really saving it to your library. Okay, so now that I'm ready to use it with my students, we're going on to that third topic. We've talked about browsing and saving. Now I want to make sure I get it to my students and you know a minute ago, it popped up with the button here that said go ahead and share it with your students right away or you'll always see this green button here too that says share and when it says share that's really how you get it to your students. So you're sharing the activity with your students so they can respond to it. So I can click that share but this is going to get it to my students. Okay, so what I have the option to do here is share it with more than one of my classes at a time. I'm in that fourth grade class right now, right? So these are all demo classes that I use. I can share it with my fourth, but maybe I want to share it with another one of my classes. That's fine. I can do it both at the same time or I only wanted to share it with certain, I would click that button and only pick a couple of students names. That's a really true too. And now I can share it with all of the students in my class or classes. If you teach younger students, maybe you only have one CSOL class but I taught big kids. So I had a different class for every hour. So that would have been a really handy feature for me when I was in the classroom. So I have shared it with my students. Let's see in real time how that works. Let's review really quickly. It was this app smash activity that I found. That's what I shared with my students. Now let's see if we can see that activity waiting for me in the demo class that I'm logged into as a student. I'm gonna switch devices here. Let's see if I can make that work. Okay, so I'm on my computer and iPad here at the same time. So I'm in the demo class, but I'm now in as a student. Remember before I was in Mrs. V's class as the teacher. Now I'm the student. What I'm gonna see is if that activity is waiting for me in the activities tab. Okay, look, it's there. There's that app smash.  That's the actual time that it is. So you know that I did that just now and I shared it with my student and what you're looking at is a student view. I'm projecting now from an iPad, pretending that I'm a student. And I just wanted to show you this because I think that's helpful for teachers sometimes. In a lot of my trainings and webinars, I'm always in a teacher view, but I wanted to show you this is what it looks like for your students. Remember, this is my journal tab. I'm a student in a journal tab. I can scroll through here. Here's all the names of the students in my class on the right side there. That's my class roster there. As a teacher, I'm the one with the QR code. And here's all the things that are showing up in the feed. But as a student, I'm gonna wanna hit that activities tab and I can see that my teacher has shared the activity with me called app smash adjective activity. You guys watched me do it. So I'm ready to respond to that activity as a student. So what I do, the button says add. It doesn't say respond, but what you're really doing is responding to the activity that your teacher has shared with you. So I'm gonna say I'm ready to add. And as a student, look at this awesome option I have here. I can look at the instructions. So I know exactly what to do. Those will appear at the top there. They never go away. So as a student, if you're giving them really detailed instructions, they can always take a moment to look at those as they're completing the activity. And then as a student, you can choose which tool I want to use to respond to that. And I think that's a very specific app smash task that I would maybe be in some other apps to do. But I'm using one of Csauce tools. I'm clicking the green check mark when I'm done. I have all these options to annotate, of course. And then I've completed the activity. So I'm gonna say what my name is. I'm just demoing as a pretend student right now. So I'm saying I'm Claire. And then I'm, and this is of course in an environment where students are sharing devices. It might not be that way in your class, but for the sake of this demonstration, that's how this class is set up. And now I'm in my student view. And what I can see is that the student Claire, that's me has completed or responded to the activity. And it's waiting for teacher approval if you have it set that way in your class. So that's a really cool option. You can kind of see from in this training what it looks like from a teacher's perspective, which is what I've been showing you most of the time tonight. But I just wanted to pop over in the student view to show you what it looks like as the student is responding to the activity. Okay, so we've talked about browsing and saving and sharing, but I want to remind you of one other thing as it pertains to sharing. Not only can you share it with students, but you can also share an activity with other teachers. So this app smash activity that I found, if I really wanted to make sure that some other folks could see it, I could share a link with them. I could send it basically just in an email to them. I could share it on social media and have an embedded code if I wanted to put it on a webpage or website. So I have some other options. And if I'm in a Seesaw for schools school, I can put it in our school library so everyone can see it there and can use it. So that's actually really cool too. Like if you find something that you know some of your teacher friends could use, you could share it with them that way. Okay, I'm gonna pop into my slides and I am saving a few minutes for questions here. So feel free to type them in. I wanted to give you this video training here too. We're not gonna watch a video within this video, but I wanted you to have it as a resource. In case later, you wanna share these slides with other teacher neighbors or friends. I wanted you to have something that you could use as a tutorial for how to share activities with your students.  But if you wanna share these slides with someone, at least they could see that there. I also wanted to show you this. If you're in a school where you're not using the Seesaw for schools library, you might see this option too to email this activity to other teachers. So when the other teacher's button is selected, you see this option to email. And if you click that, this is what that email would look like. And that's actually also a really great option. So if you're not using the Seesaw for schools school library and you have some that's really neat if you found something that you liked in your class and you wanna share it with another teacher. I also wanted to give you this info too before we wrap up because people are thinking about this at this time of the presentation usually wondering how many activities can I use in Seesaw? So if you're using free Seesaw, you can have a hundred activities and two collections. If you're using Seesaw plus, you can have 500 activities and 10 collections. And if you're using Seesaw for schools, you can have unlimited activities. And you also then get the benefit of the school activity library. So like if a first grade teacher in your school has created a bunch of activities and they wanna share them with everybody in their district or school who were on their plan, they can do that through the Seesaw for schools school activity library, which is really nice. So this slide is just waiting here for you as a resource so later if you need to consult it. We didn't talk about creating activities in this particular training. We're diving into that topic in another webinar. But if you do create your own activities, here's how you can access the icon shortcuts. That's how you get the little images in your instructions. You just have to type in these kind of like little codes to get these icons to appear. So here's a link for how to do that. And then this is a really cool printable. If you want to print it and hang it somewhere, it's helpful for you if you are creating your own activities for students. It's not important if you're just browsing the activity library and you wanna use the activities that someone else has created. You don't necessarily need to know these. But if you're creating your own activities, it's super helpful. I also wanna remind you as always that if you're stuck on something related to activities or anything else, stopbyhelp.seesaw.me. We have a pretty robust help center. You have three different ways. You can ask a question here besides all these helpful buttons here at the bottom. So that's your first stop. Anytime you're struggling with something related to CISA, go ahead and visit help.seesaw.me. You'll find a lot of different ways to get help. As we wrap up tonight, and I'm still gonna save some time for questions, but make sure when a survey pops up on your screen that you take a minute or two to give us some feedback, we really value your opinions and feedback about these trainings and we use that to help make our presentations better. So feel free to give me some honest feedback. I updated this slide too because I wanted to include the links for these two upcoming webinars. Remember you are getting the slides and the recording coming your way in an email in about two hours. So when you open these slides, if you want to register for these upcoming trainings that go a little more in detail about creating activities and sharing activities, you can click those links and register for those. This is my reminder here to just tell you too that we're very active on Twitter, Instagram and Facebook. So we hope you can connect with us in one of those spots. We love talking with you in those spaces and seeing what your students are doing with CISA. So don't hesitate to reach out to us there. I think what I'm gonna do is pause our recording right now and then hop into the question box and see what's waiting for me there and see if I can give you any help as you're getting started with activities. Thanks for joining me tonight. Talk again soon. Bye-bye.


Lieutenant J.G. Stephanie Ben, serving on the U.S. NS Comfort. My job while I'm here is I'm a Navy Reserve nurse, and currently I'm working in this hospital tent behind me. When patients come in on the ambulance, we determine whether they have been tested for COVID-19. If they have no COVID test on record, then they come in this tent. We test them for COVID-19, and that determines where we place them for care on the ship. It takes about 45 minutes, and they're hoping to get something to shorten that time frame. But by the time we do the test, time it, it's ran to the lab up on the ship, up on the 01 deck, which is a ways up, and then for that to process with all the other labs and come back to us, it's about an hour and a half. So we get some good time down here with them to kind of explain what's going on and make them more comfortable with the process. One of our patients that came in was not really sure where she was at. She was scared. She had bad appendix, and she was getting some IV treatment for that at a hospital but was moved to us for continuing care. She was an unknown COVID-19, so we placed her in our tent. We explained the process and explained to her that we were going to continue to take care of her, but we needed to know her COVID-19 status to know and determine where to place her on the ship. She was unaware that the ship was here in New York City, and she was very scared about being positive and what was going to happen to her. So I sat down with her and explained everything, and we found out she was negative, so we placed her on the ward that was a negative COVID-19 ward for her to continue to get her IV antibiotics, so then she could hopefully go home soon. She was thrilled to find out she was negative and was pretty tearful, which is emotional for us too because we know they're scared. So explaining it to her, she was very appreciative and she's getting her care continued. One of our patients that came in had been hit by a motorcycle, hit fractured his wrist, wondered what we were all doing in army fatigues, and when I explained to him that we were Navy nurses and corpsmen taking care of patients from the overflow of the hospitals, he was very appreciative. He said he didn't realize that this was where he was going and that he could possibly even have surgery on the ship. So they were able to fix his wrist and cast it, and yesterday we saw him come to the discharge tent and we were able to go and wish him well and he was very appreciative and said that he has a great story to tell from here on out about his time here. Yes, I did volunteer. I feel quite honored and humbled to be here and to be able to do my part to help combat this virus because I feel as a nurse that this is our frontline experience with the war on this virus and the support from the community, how we were received here in New York City coming into the harbor and just from the patients who are just so thankful to have care. I'm just hoping that our time here is well spent and that we can make a difference.