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Tools/Sensors: Difference between revisions
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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 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 | 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 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. | ||
