Tools/Sensors - Revision history

Rf366 at 23:18, 23 October 2012

2012-10-23T23:18:35Z

← Older revision		Revision as of 23:18, 23 October 2012
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	{{ToolInfo		{{ToolInfo
	\|title=~~Data logging~~ to measure and investigate		\|title=Use sensors to measure and investigate
	\|tagline=~~Data logging~~ to measure and investigate - ~~sensors~~		\|tagline=Use sensors to measure and investigate - Data logging
	\|image=Datalogging-model houses1.jpg		\|image=Datalogging-model houses1.jpg
	\|topic=data logging, sensors		\|topic=data logging, sensors

Rf366 at 12:38, 23 October 2012

2012-10-23T12:38:58Z

← Older revision		Revision as of 12:38, 23 October 2012
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	{{ToolInfo		{{ToolInfo
	\|title=Data logging and ~~sensors~~		\|title=Data logging to measure and investigate
	\|tagline=~~So much~~ to measure and investigate		\|tagline=Data logging to measure and investigate - sensors
	\|image=Datalogging-model houses1.jpg		\|image=Datalogging-model houses1.jpg
	\|topic=data logging, sensors		\|topic=data logging, sensors

Bjoern at 13:02, 13 October 2012

2012-10-13T13:02:17Z

← Older revision		Revision as of 13:02, 13 October 2012
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	[[File:Dataloggingcoffee1.gif]]		[[File:Dataloggingcoffee1.gif]]
	[[Category:Sensors]][[Category:Data loggers]][[Category:Measuring]]		[[Category:Sensors]][[Category:Data loggers]][[Category:Measuring]]

	~~{{teaching approach header}}~~

	'''A curriculum'''		'''A curriculum'''

SimonKnight at 10:24, 13 October 2012

2012-10-13T10:24:49Z

← Older revision		Revision as of 10:24, 13 October 2012
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	\|image=Datalogging-model houses1.jpg		\|image=Datalogging-model houses1.jpg
	\|topic=data logging, sensors		\|topic=data logging, sensors
	\|description=Today there are hundreds of objects with sensors that respond to variables such as temperature and light. They enable us to measure force (in our weighing scales); deceleration (in our car air bags) and location (in GPS navigation). Sensors help us to investigate science. If you wonder about the G-forces you might undergo on a theme park ride, or how long it takes to cool a can of Cola, you are in the business of investigating science. Data logging technology now provides students with a tool to operate scientifically, solve problems in technology lessons, or analyse data in maths. All through the 1990's and ever since, UK schools have acquired equipment for measuring using sensors, largely because the National Curriculum (~1990) encouraged teaching science with technology.		\|description=

	{{tooltag\|Sensors}} are obviously tools for measuring in science, but why might they be better than regular tools? Are they more accurate; more convenient or less costly? On these points alone, they are little better than a device such as a thermometer. Sensors and {{tooltag\|data loggers}} are in part ‘special’ because they can display fast changes and measure with precision. A temperature sensor linked to a live graph can give an insight into how a cup of coffee cools. Analysing the data from that experiment provides learning opportunities - which can often be overlooked.
	Sensors extend the range of things we can measure - from timing a falling mass to recording human pulse changes during a race. Importantly, a live display of a changing measurement can provide students with a tacit understanding of what is happening. Nearby are numerous examples to evaluate what sensors bring to science.

	Technology continually innovates and just sometimes, technology's ability to provide an automatic result is worth reflecting on. An {{tooltag\|accelerometer}} gives an insight into gravity by providing the number 9.8 - a figure for the acceleration caused by gravity. Another sensor, called a {{topictag\|light gate}}, can also measure acceleration but this result needs to be derived from measuring distance and time. Ultimately you have measured the same parameter but the advantage of using a light gate is that students must do the work to get to the answer. And that is very useful indeed. A further example may help: one type of breathing sensor 'integrates' chest movements to display a breathing rate on a screen. Another type of breathing sensor shows a wave of peaks as the chest moves. In the latter case, students need to count the peaks to obtain the breathing rate. An anaesthetist would find a direct readout of breathing rate useful while an engineer would find a direct readout of acceleration useful. A teacher however, would see learning opportunities in getting students to work things out.
	\|ideas=See [[Data_Logging_and_Control]]		\|ideas=See [[Data_Logging_and_Control]]
	\|specs=Needs equipment		\|specs=Needs equipment

SimonKnight at 15:11, 28 September 2012

2012-09-28T15:11:25Z

← Older revision		Revision as of 15:11, 28 September 2012
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	\|tagline=So much to measure and investigate		\|tagline=So much to measure and investigate
	\|image=Datalogging-model houses1.jpg		\|image=Datalogging-model houses1.jpg
			\|topic=data logging, sensors
	\|description=Today there are hundreds of objects with sensors that respond to variables such as temperature and light. They enable us to measure force (in our weighing scales); deceleration (in our car air bags) and location (in GPS navigation). Sensors help us to investigate science. If you wonder about the G-forces you might undergo on a theme park ride, or how long it takes to cool a can of Cola, you are in the business of investigating science. Data logging technology now provides students with a tool to operate scientifically, solve problems in technology lessons, or analyse data in maths. All through the 1990's and ever since, UK schools have acquired equipment for measuring using sensors, largely because the National Curriculum (~1990) encouraged teaching science with technology.		\|description=Today there are hundreds of objects with sensors that respond to variables such as temperature and light. They enable us to measure force (in our weighing scales); deceleration (in our car air bags) and location (in GPS navigation). Sensors help us to investigate science. If you wonder about the G-forces you might undergo on a theme park ride, or how long it takes to cool a can of Cola, you are in the business of investigating science. Data logging technology now provides students with a tool to operate scientifically, solve problems in technology lessons, or analyse data in maths. All through the 1990's and ever since, UK schools have acquired equipment for measuring using sensors, largely because the National Curriculum (~1990) encouraged teaching science with technology.

Bjoern: Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates

2012-09-28T08:56:35Z

Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates

← Older revision		Revision as of 08:56, 28 September 2012
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	\|description=Today there are hundreds of objects with sensors that respond to variables such as temperature and light. They enable us to measure force (in our weighing scales); deceleration (in our car air bags) and location (in GPS navigation). Sensors help us to investigate science. If you wonder about the G-forces you might undergo on a theme park ride, or how long it takes to cool a can of Cola, you are in the business of investigating science. Data logging technology now provides students with a tool to operate scientifically, solve problems in technology lessons, or analyse data in maths. All through the 1990's and ever since, UK schools have acquired equipment for measuring using sensors, largely because the National Curriculum (~1990) encouraged teaching science with technology.		\|description=Today there are hundreds of objects with sensors that respond to variables such as temperature and light. They enable us to measure force (in our weighing scales); deceleration (in our car air bags) and location (in GPS navigation). Sensors help us to investigate science. If you wonder about the G-forces you might undergo on a theme park ride, or how long it takes to cool a can of Cola, you are in the business of investigating science. Data logging technology now provides students with a tool to operate scientifically, solve problems in technology lessons, or analyse data in maths. All through the 1990's and ever since, UK schools have acquired equipment for measuring using sensors, largely because the National Curriculum (~1990) encouraged teaching science with technology.

	{{~~tag~~\|Sensors}} are obviously tools for measuring in science, but why might they be better than regular tools? Are they more accurate; more convenient or less costly? On these points alone, they are little better than a device such as a thermometer. Sensors and {{~~tag~~\|data loggers}} are in part ‘special’ because they can display fast changes and measure with precision. A temperature sensor linked to a live graph can give an insight into how a cup of coffee cools. Analysing the data from that experiment provides learning opportunities - which can often be overlooked.		{{tooltag\|Sensors}} are obviously tools for measuring in science, but why might they be better than regular tools? Are they more accurate; more convenient or less costly? On these points alone, they are little better than a device such as a thermometer. Sensors and {{tooltag\|data loggers}} are in part ‘special’ because they can display fast changes and measure with precision. A temperature sensor linked to a live graph can give an insight into how a cup of coffee cools. Analysing the data from that experiment provides learning opportunities - which can often be overlooked.
	Sensors extend the range of things we can measure - from timing a falling mass to recording human pulse changes during a race. Importantly, a live display of a changing measurement can provide students with a tacit understanding of what is happening. Nearby are numerous examples to evaluate what sensors bring to science.		Sensors extend the range of things we can measure - from timing a falling mass to recording human pulse changes during a race. Importantly, a live display of a changing measurement can provide students with a tacit understanding of what is happening. Nearby are numerous examples to evaluate what sensors bring to science.

	Technology continually innovates and just sometimes, technology's ability to provide an automatic result is worth reflecting on. An {{~~tag~~\|accelerometer}} gives an insight into gravity by providing the number 9.8 - a figure for the acceleration caused by gravity. Another sensor, called a {{~~tag~~\|light gate}}, can also measure acceleration but this result needs to be derived from measuring distance and time. Ultimately you have measured the same parameter but the advantage of using a light gate is that students must do the work to get to the answer. And that is very useful indeed. A further example may help: one type of breathing sensor 'integrates' chest movements to display a breathing rate on a screen. Another type of breathing sensor shows a wave of peaks as the chest moves. In the latter case, students need to count the peaks to obtain the breathing rate. An anaesthetist would find a direct readout of breathing rate useful while an engineer would find a direct readout of acceleration useful. A teacher however, would see learning opportunities in getting students to work things out.		Technology continually innovates and just sometimes, technology's ability to provide an automatic result is worth reflecting on. An {{tooltag\|accelerometer}} gives an insight into gravity by providing the number 9.8 - a figure for the acceleration caused by gravity. Another sensor, called a {{topictag\|light gate}}, can also measure acceleration but this result needs to be derived from measuring distance and time. Ultimately you have measured the same parameter but the advantage of using a light gate is that students must do the work to get to the answer. And that is very useful indeed. A further example may help: one type of breathing sensor 'integrates' chest movements to display a breathing rate on a screen. Another type of breathing sensor shows a wave of peaks as the chest moves. In the latter case, students need to count the peaks to obtain the breathing rate. An anaesthetist would find a direct readout of breathing rate useful while an engineer would find a direct readout of acceleration useful. A teacher however, would see learning opportunities in getting students to work things out.
	\|ideas=See [[Data_Logging_and_Control]]		\|ideas=See [[Data_Logging_and_Control]]
	\|specs=Needs equipment		\|specs=Needs equipment

SimonKnight at 09:34, 21 September 2012

2012-09-21T09:34:54Z

← Older revision		Revision as of 09:34, 21 September 2012
Line 1:		Line 1:
			{{ToolInfo
			\|title=Data logging and sensors
			\|tagline=So much to measure and investigate
			\|image=Datalogging-model houses1.jpg
			\|description=Today there are hundreds of objects with sensors that respond to variables such as temperature and light. They enable us to measure force (in our weighing scales); deceleration (in our car air bags) and location (in GPS navigation). Sensors help us to investigate science. If you wonder about the G-forces you might undergo on a theme park ride, or how long it takes to cool a can of Cola, you are in the business of investigating science. Data logging technology now provides students with a tool to operate scientifically, solve problems in technology lessons, or analyse data in maths. All through the 1990's and ever since, UK schools have acquired equipment for measuring using sensors, largely because the National Curriculum (~1990) encouraged teaching science with technology.

			{{tag\|Sensors}} are obviously tools for measuring in science, but why might they be better than regular tools? Are they more accurate; more convenient or less costly? On these points alone, they are little better than a device such as a thermometer. Sensors and {{tag\|data loggers}} are in part ‘special’ because they can display fast changes and measure with precision. A temperature sensor linked to a live graph can give an insight into how a cup of coffee cools. Analysing the data from that experiment provides learning opportunities - which can often be overlooked.
			Sensors extend the range of things we can measure - from timing a falling mass to recording human pulse changes during a race. Importantly, a live display of a changing measurement can provide students with a tacit understanding of what is happening. Nearby are numerous examples to evaluate what sensors bring to science.

			Technology continually innovates and just sometimes, technology's ability to provide an automatic result is worth reflecting on. An {{tag\|accelerometer}} gives an insight into gravity by providing the number 9.8 - a figure for the acceleration caused by gravity. Another sensor, called a {{tag\|light gate}}, can also measure acceleration but this result needs to be derived from measuring distance and time. Ultimately you have measured the same parameter but the advantage of using a light gate is that students must do the work to get to the answer. And that is very useful indeed. A further example may help: one type of breathing sensor 'integrates' chest movements to display a breathing rate on a screen. Another type of breathing sensor shows a wave of peaks as the chest moves. In the latter case, students need to count the peaks to obtain the breathing rate. An anaesthetist would find a direct readout of breathing rate useful while an engineer would find a direct readout of acceleration useful. A teacher however, would see learning opportunities in getting students to work things out.
			\|ideas=See [[Data_Logging_and_Control]]
			\|specs=Needs equipment
			\|strategy=
			\|Link=
			}}

			Investigating a way to keep your house warm and a graph from an investigation comparing ways to make coffee

			[[File:Datalogging-model houses2.jpg]]
			[[File:Dataloggingcoffee1.gif]]
			[[Category:Sensors]][[Category:Data loggers]][[Category:Measuring]]

	{{teaching approach header}}		{{teaching approach header}}

Line 80:		Line 102:

	{{teaching approach footer}}		{{teaching approach footer}}

	~~{{ToolInfo~~
	~~\|title=Data logging and sensors~~
	~~\|tagline=So much to measure and investigate~~
	~~\|image=Datalogging-model houses1.jpg~~
	\|description=Today there are hundreds of objects with sensors that respond to variables such as temperature and light. They enable us to measure force (in our weighing scales); deceleration (in our car air bags) and location (in GPS navigation). Sensors help us to investigate science. If you wonder about the G-forces you might undergo on a theme park ride, or how long it takes to cool a can of Cola, you are in the business of investigating science. Data logging technology now provides students with a tool to operate scientifically, solve problems in technology lessons, or analyse data in maths. All through the 1990's and ever since, UK schools have acquired equipment for measuring using sensors, largely because the National Curriculum (~1990) encouraged teaching science with technology.

	{{tag\|Sensors}} are obviously tools for measuring in science, but why might they be better than regular tools? Are they more accurate; more convenient or less costly? On these points alone, they are little better than a device such as a thermometer. Sensors and {{tag\|data loggers}} are in part ‘special’ because they can display fast changes and measure with precision. A temperature sensor linked to a live graph can give an insight into how a cup of coffee cools. Analysing the data from that experiment provides learning opportunities - which can often be overlooked.
	Sensors extend the range of things we can measure - from timing a falling mass to recording human pulse changes during a race. Importantly, a live display of a changing measurement can provide students with a tacit understanding of what is happening. Nearby are numerous examples to evaluate what sensors bring to science.

	Technology continually innovates and just sometimes, technology's ability to provide an automatic result is worth reflecting on. An {{tag\|accelerometer}} gives an insight into gravity by providing the number 9.8 - a figure for the acceleration caused by gravity. Another sensor, called a {{tag\|light gate}}, can also measure acceleration but this result needs to be derived from measuring distance and time. Ultimately you have measured the same parameter but the advantage of using a light gate is that students must do the work to get to the answer. And that is very useful indeed. A further example may help: one type of breathing sensor 'integrates' chest movements to display a breathing rate on a screen. Another type of breathing sensor shows a wave of peaks as the chest moves. In the latter case, students need to count the peaks to obtain the breathing rate. An anaesthetist would find a direct readout of breathing rate useful while an engineer would find a direct readout of acceleration useful. A teacher however, would see learning opportunities in getting students to work things out.
	~~\|ideas=See [[Data_Logging_and_Control]]~~
	~~\|specs=Needs equipment~~
	~~\|strategy=~~
	~~\|Link=~~
	}}

	~~Investigating a way to keep your house warm and a graph from an investigation comparing ways to make coffee~~

	~~[[File:Datalogging-model houses2.jpg]]~~
	~~[[File:Dataloggingcoffee1.gif]]~~
	~~[[Category:Sensors]][[Category:Data loggers]][[Category:Measuring]]~~

SimonKnight at 09:33, 21 September 2012

2012-09-21T09:33:54Z

← Older revision		Revision as of 09:33, 21 September 2012
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			{{teaching approach header}}

			'''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.

			See especially Roger Frost's [[Data_Logging_and_Control]]
			{{RogerFrost}}

			{{teaching approach footer}}

	{{ToolInfo		{{ToolInfo
	\|title=Data logging and sensors		\|title=Data logging and sensors

Rf366 at 14:00, 16 September 2012

2012-09-16T14:00:57Z

← Older revision		Revision as of 14:00, 16 September 2012
Line 8:		Line 8:
	Sensors extend the range of things we can measure - from timing a falling mass to recording human pulse changes during a race. Importantly, a live display of a changing measurement can provide students with a tacit understanding of what is happening. Nearby are numerous examples to evaluate what sensors bring to science.		Sensors extend the range of things we can measure - from timing a falling mass to recording human pulse changes during a race. Importantly, a live display of a changing measurement can provide students with a tacit understanding of what is happening. Nearby are numerous examples to evaluate what sensors bring to science.

	Technology continually innovates and just sometimes, technology's ability to provide an automatic result is worth reflecting on. An {{tag\|accelerometer}} gives an insight into gravity by providing the number 9.8 - a figure for the acceleration caused by gravity. Another sensor, called a {{tag\|light gate}}, can also measure acceleration but this result needs to be derived from measuring distance and time. Ultimately you have measured the same parameter but the advantage of using a light gate is that students must do the work to get to the answer. And that is very useful indeed. A further example may help: one type of breathing sensor 'integrates' chest movements to display a breathing rate on a screen. Another type of breathing sensor shows a wave of peaks as the chest moves. In the latter case, students need to count the peaks to obtain the breathing rate. An anaesthetist would find a direct readout of breathing rate useful while an engineer would find a direct readout of acceleration useful. A teacher however, would see opportunities ~~for~~ getting students to work things out.		Technology continually innovates and just sometimes, technology's ability to provide an automatic result is worth reflecting on. An {{tag\|accelerometer}} gives an insight into gravity by providing the number 9.8 - a figure for the acceleration caused by gravity. Another sensor, called a {{tag\|light gate}}, can also measure acceleration but this result needs to be derived from measuring distance and time. Ultimately you have measured the same parameter but the advantage of using a light gate is that students must do the work to get to the answer. And that is very useful indeed. A further example may help: one type of breathing sensor 'integrates' chest movements to display a breathing rate on a screen. Another type of breathing sensor shows a wave of peaks as the chest moves. In the latter case, students need to count the peaks to obtain the breathing rate. An anaesthetist would find a direct readout of breathing rate useful while an engineer would find a direct readout of acceleration useful. A teacher however, would see learning opportunities in getting students to work things out.
	\|ideas=See [[Data_Logging_and_Control]]		\|ideas=See [[Data_Logging_and_Control]]
	\|specs=Needs equipment		\|specs=Needs equipment
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	[[File:Datalogging-model houses2.jpg]]		[[File:Datalogging-model houses2.jpg]]
	[[File:Dataloggingcoffee1.gif]]		[[File:Dataloggingcoffee1.gif]]
			[[Category:Sensors]][[Category:Data loggers]][[Category:Measuring]]

Rf366 at 20:58, 11 September 2012

2012-09-11T20:58:25Z

← Older revision		Revision as of 20:58, 11 September 2012
Line 3:		Line 3:
	\|tagline=So much to measure and investigate		\|tagline=So much to measure and investigate
	\|image=Datalogging-model houses1.jpg		\|image=Datalogging-model houses1.jpg
	\|description=Today there are hundreds of sensors that ~~can~~ respond to variables such as temperature and light. They enable us to measure force (in our weighing scales); deceleration (in our car air bags) and location (in GPS navigation). Sensors help us to investigate science. If you wonder about the G-forces you might undergo on a theme park ride, or how long it takes to cool a can of Cola, you are in the business of investigating science. Data logging technology now provides students with a tool to operate scientifically, solve problems in technology lessons, or analyse data in maths. All through the 1990's and ever since, UK schools have acquired equipment for measuring using sensors, largely because the National Curriculum (~1990) encouraged teaching science with technology.		\|description=Today there are hundreds of objects with sensors that respond to variables such as temperature and light. They enable us to measure force (in our weighing scales); deceleration (in our car air bags) and location (in GPS navigation). Sensors help us to investigate science. If you wonder about the G-forces you might undergo on a theme park ride, or how long it takes to cool a can of Cola, you are in the business of investigating science. Data logging technology now provides students with a tool to operate scientifically, solve problems in technology lessons, or analyse data in maths. All through the 1990's and ever since, UK schools have acquired equipment for measuring using sensors, largely because the National Curriculum (~1990) encouraged teaching science with technology.

	{{tag\|Sensors}} are obviously tools for measuring in science, but why might they be better than regular tools? Are they more accurate; more convenient or less costly? On these points alone, they are little better than a device such as a thermometer. Sensors and {{tag\|data loggers}} are in part ‘special’ because they can display fast changes and measure with precision. A temperature sensor linked to a live graph can give an insight into how a cup of coffee cools. Analysing the data from that experiment provides learning opportunities - which can often be overlooked.		{{tag\|Sensors}} are obviously tools for measuring in science, but why might they be better than regular tools? Are they more accurate; more convenient or less costly? On these points alone, they are little better than a device such as a thermometer. Sensors and {{tag\|data loggers}} are in part ‘special’ because they can display fast changes and measure with precision. A temperature sensor linked to a live graph can give an insight into how a cup of coffee cools. Analysing the data from that experiment provides learning opportunities - which can often be overlooked.
	Sensors extend the range of things we can measure - from timing a falling mass to recording human pulse changes during a race. Importantly, a live display of a changing measurement can provide students with a tacit understanding of what is happening. Nearby are numerous examples to evaluate what sensors bring to science.		Sensors extend the range of things we can measure - from timing a falling mass to recording human pulse changes during a race. Importantly, a live display of a changing measurement can provide students with a tacit understanding of what is happening. Nearby are numerous examples to evaluate what sensors bring to science.

	Technology ~~invents whatever it invents~~ and just sometimes, technology's ability to provide an automatic result is worth reflecting on. An {{tag\|accelerometer}} gives an insight into gravity by providing the number 9.8 - a figure for the acceleration caused by gravity. Another sensor, called a {{tag\|light gate}}, can also measure acceleration but this result needs to be derived from measuring distance and time. Ultimately you have measured the same parameter but the advantage of using a light gate is that students must do the work ~~of getting~~ to the answer. And that is very useful indeed. A further example may help: one type of breathing sensor 'integrates' chest movements to display a breathing rate on a screen. Another type of breathing sensor shows a wave of peaks as the chest moves. In the latter case, students need to count the peaks to obtain the breathing rate. An anaesthetist would find a direct readout of breathing rate useful while an engineer would find a direct readout of acceleration useful. A teacher however, ~~might~~ see opportunities ~~in having~~ students work things out.		Technology continually innovates and just sometimes, technology's ability to provide an automatic result is worth reflecting on. An {{tag\|accelerometer}} gives an insight into gravity by providing the number 9.8 - a figure for the acceleration caused by gravity. Another sensor, called a {{tag\|light gate}}, can also measure acceleration but this result needs to be derived from measuring distance and time. Ultimately you have measured the same parameter but the advantage of using a light gate is that students must do the work to get to the answer. And that is very useful indeed. A further example may help: one type of breathing sensor 'integrates' chest movements to display a breathing rate on a screen. Another type of breathing sensor shows a wave of peaks as the chest moves. In the latter case, students need to count the peaks to obtain the breathing rate. An anaesthetist would find a direct readout of breathing rate useful while an engineer would find a direct readout of acceleration useful. A teacher however, would see opportunities for getting students to work things out.
	\|ideas=See [[Data_Logging_and_Control]]		\|ideas=See [[Data_Logging_and_Control]]
	\|specs=Needs equipment		\|specs=Needs equipment