Category:Sensors - Revision history

SimonKnight at 09:50, 21 September 2012

2012-09-21T09:50:57Z

← Older revision		Revision as of 09:50, 21 September 2012
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	{{TopicTable}}		{{TopicTable}}
			[[Category:Topics]]

Bjoern: Replaced content with "{{TopicTable}}"

2012-09-20T23:34:50Z

Replaced content with "{{TopicTable}}"

← Older revision		Revision as of 23:34, 20 September 2012
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	~~See especially Roger Frost's http://orbit.educ.cam.ac.uk/wiki/Data_Logging_and_Control~~		{{TopicTable}}

	~~'''A curriculum'''~~

	~~The following table is a guide to the way pupils might progress with their use of sensors and control technology.~~


	{~~\| style="border-spacing:0;"~~
	\| style="border-top:0.035cm solid #808080;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| '''''Progression''''' '''''in measuring and controlling things'''''
	\| style="border-top:0.035cm solid #808080;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| '''''What the pupils do in science (or technology)'''''
	~~\| style="border:0.035cm solid #808080;padding:0.049cm;"\|  ~~

	\|-
	\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Recognise that everyday devices respond to signals and commands and they can make them respond in different ways.
	~~\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Talk about how to use a video recorder.~~
	~~\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"\| 1~~

	\|-
	\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Control devices purposefully and describe the effects of their actions.
	~~\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Technology: introduce robots.~~
	~~\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"\| 2~~

	\|-
	\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Understand how to control equipment to achieve specific outcomes by giving a series of instructions.
	~~\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Technology: control a robot.~~
	~~\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"\| 3~~

	\|-
	\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Use IT to control events in a predetermined manner, to collect physical data and display it.
	\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Technology: control a robot and make it perform a set routine. Use sensors to make measurements and display readings.
	~~\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"\| 4~~

	\|-
	\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Create sets of instructions to control events, and become sensitive to the need for precision in framing and sequencing instructions.
	~~\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Technology: control a robot and make it perform a set routine.~~
	~~\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"\| 5~~

	\|-
	\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Develop, trial and refine sets of instructions to control events, demonstrating an awareness of the notions of efficiency and economy in framing these instructions. Understand how IT devices can be used to monitor and measure external events, using sensors.
	\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Technology: control a robot, make it perform a set routine and not be content with just getting it to work. Use sensors to make measurements, for example, use digital sensors to measure their reaction time.
	~~\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"\| 6~~

	\|-
	\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Use IT equipment and software to measure and record physical variables.
	\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Use sensors to make measurements in experiments. Use a data logger to record the room temperature and light level over a weekend. Display readings  as time graphs.
	~~\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"\| 7~~

	\|-
	\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Select the appropriate IT facilities for specific tasks, taking into account ease of use and suitability for purpose. Design successful means of capturing and preparing information for computer processing. When assembling devices that respond to data from sensors, they describe how feedback might improve the performance of the system.
	\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Use sensors to make measurements in experiments. Select appropriate sensors and recording parameters. Use the data in the data logging program or export it to a spreadsheet or word processor. Develop a control system to run a biofermenter, an aquarium or fire alarm. Discuss and document the work to a high standard.
	~~\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"\| 8~~

	\|}
	~~'''Learning to use sensors'''~~

	~~Progression is no less important in using computers and sensors than any other part of the curriculum. How then might pupil's skills develop as they move through school? This list is one answer.~~

	~~'''Age 5-7'''~~

	Use sensors to show whose hands are hottest. Show, using graphical or bar displays, which things are hot or which sound is loudest or which place is darkest? For a primer on control, they might learn to use video recorders, programmable toys or robots.

	~~'''Age 8-11'''~~

	Use temperature sensors instead of thermometers to investigate the cooling of a drink. Use other sensors as opportunities arise.  Consider the advantages of sensors over human sensors and suggest some uses for them around the home. Use control technology to power models (juston/off to start with) and develop this further (move left/right, fast/slow). Do a control project that combines the use of sensors with control.

	~~'''Age 11-13'''~~

	Develop the use of sensors - starting with some initial demonstrations - moving onto investigations. Introduce different sensors, show what they measure and how they are used at home. Pupils might also learn to use a data logger to say, compare indoor and outdoor temperatures over the day.  Use digital sensors for measuring their reaction time or things sliding down a slope. Build a control system such as an air conditioning system or a baby incubator.

	~~'''Age 14-16'''~~

	By this age, pupils should be using sensors as scientific tools in investigations and projects. They should develop the skill to use two different sensors at once and plot one value say, pressure against temperature. They should examine data critically and if the data logging software is rather limited, they might learn to put the data into a spreadsheet. Combining data, graphs and text in a word processor report is another important skill. For control work pupils might develop a control system using sensors (push switches or light sensors) and output devices (heaters, buzzers, lamps). In some courses, they would be expected to plan, design, make, test, evaluate and document their project.

	~~'''Age 18-'''~~

	Pupil's skills should be put to full use at this age, although sooner would be much more useful. They should be able to choose their measuring tools, analyse data, criticise and document their work on the computer.

	{~~{RogerFrost~~}}

SimonKnight at 09:33, 17 September 2012

2012-09-17T09:33:22Z

← Older revision		Revision as of 09:33, 17 September 2012
Line 1:		Line 1:
	~~{{draft}}~~		See especially Roger Frost's http://orbit.educ.cam.ac.uk/wiki/Data_Logging_and_Control
	~~p9 of~~ Roger Frost's http://orbit.educ.cam.ac.uk/wiki/Data_Logging_and_Control
			'''A curriculum'''

			The following table is a guide to the way pupils might progress with their use of sensors and control technology.


			{\| style="border-spacing:0;"
			\| style="border-top:0.035cm solid #808080;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| '''''Progression''''' '''''in measuring and controlling things'''''
			\| style="border-top:0.035cm solid #808080;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| '''''What the pupils do in science (or technology)'''''
			\| style="border:0.035cm solid #808080;padding:0.049cm;"\|

			\|-
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Recognise that everyday devices respond to signals and commands and they can make them respond in different ways.
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Talk about how to use a video recorder.
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"\| 1

			\|-
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Control devices purposefully and describe the effects of their actions.
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Technology: introduce robots.
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"\| 2

			\|-
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Understand how to control equipment to achieve specific outcomes by giving a series of instructions.
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Technology: control a robot.
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"\| 3

			\|-
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Use IT to control events in a predetermined manner, to collect physical data and display it.
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Technology: control a robot and make it perform a set routine. Use sensors to make measurements and display readings.
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"\| 4

			\|-
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Create sets of instructions to control events, and become sensitive to the need for precision in framing and sequencing instructions.
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Technology: control a robot and make it perform a set routine.
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"\| 5

			\|-
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Develop, trial and refine sets of instructions to control events, demonstrating an awareness of the notions of efficiency and economy in framing these instructions. Understand how IT devices can be used to monitor and measure external events, using sensors.
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Technology: control a robot, make it perform a set routine and not be content with just getting it to work. Use sensors to make measurements, for example, use digital sensors to measure their reaction time.
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"\| 6

			\|-
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Use IT equipment and software to measure and record physical variables.
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Use sensors to make measurements in experiments. Use a data logger to record the room temperature and light level over a weekend. Display readings  as time graphs.
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"\| 7

			\|-
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Select the appropriate IT facilities for specific tasks, taking into account ease of use and suitability for purpose. Design successful means of capturing and preparing information for computer processing. When assembling devices that respond to data from sensors, they describe how feedback might improve the performance of the system.
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"\| Use sensors to make measurements in experiments. Select appropriate sensors and recording parameters. Use the data in the data logging program or export it to a spreadsheet or word processor. Develop a control system to run a biofermenter, an aquarium or fire alarm. Discuss and document the work to a high standard.
			\| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"\| 8

			\|}
			'''Learning to use sensors'''

			Progression is no less important in using computers and sensors than any other part of the curriculum. How then might pupil's skills develop as they move through school? This list is one answer.

			'''Age 5-7'''

			Use sensors to show whose hands are hottest. Show, using graphical or bar displays, which things are hot or which sound is loudest or which place is darkest? For a primer on control, they might learn to use video recorders, programmable toys or robots.

			'''Age 8-11'''

			Use temperature sensors instead of thermometers to investigate the cooling of a drink. Use other sensors as opportunities arise.  Consider the advantages of sensors over human sensors and suggest some uses for them around the home. Use control technology to power models (juston/off to start with) and develop this further (move left/right, fast/slow). Do a control project that combines the use of sensors with control.

			'''Age 11-13'''

			Develop the use of sensors - starting with some initial demonstrations - moving onto investigations. Introduce different sensors, show what they measure and how they are used at home. Pupils might also learn to use a data logger to say, compare indoor and outdoor temperatures over the day.  Use digital sensors for measuring their reaction time or things sliding down a slope. Build a control system such as an air conditioning system or a baby incubator.

			'''Age 14-16'''

			By this age, pupils should be using sensors as scientific tools in investigations and projects. They should develop the skill to use two different sensors at once and plot one value say, pressure against temperature. They should examine data critically and if the data logging software is rather limited, they might learn to put the data into a spreadsheet. Combining data, graphs and text in a word processor report is another important skill. For control work pupils might develop a control system using sensors (push switches or light sensors) and output devices (heaters, buzzers, lamps). In some courses, they would be expected to plan, design, make, test, evaluate and document their project.

			'''Age 18-'''

			Pupil's skills should be put to full use at this age, although sooner would be much more useful. They should be able to choose their measuring tools, analyse data, criticise and document their work on the computer.

			{{RogerFrost}}

SimonKnight: Created page with "{{draft}} p9 of Roger Frost's http://orbit.educ.cam.ac.uk/wiki/Data_Logging_and_Control"

2012-08-28T14:29:37Z

Created page with "{{draft}} p9 of Roger Frost's http://orbit.educ.cam.ac.uk/wiki/Data_Logging_and_Control"

New page

{{draft}}
p9 of Roger Frost's http://orbit.educ.cam.ac.uk/wiki/Data_Logging_and_Control