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Data Logging and Control: Difference between revisions
From OER in Education
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|content=A book of ideas showing the scope for using sensors to measure in science. Drawing on many sources, it catalogues the sensors available and suggests what they might be used for. There are not only classic and novel school experiments, there are ideas to investigate, such as ‘which fabric keeps us warmest?’ Though this manual appeared at a time when teachers were asking ‘what do I use the technology for’, it also aimed to show how sensors could enhance science teaching. | |content=A book of ideas showing the scope for using sensors to measure in science. Drawing on many sources, it catalogues the sensors available and suggests what they might be used for. There are not only classic and novel school experiments, there are ideas to investigate, such as ‘which fabric keeps us warmest?’ Though this manual appeared at a time when teachers were asking ‘what do I use the technology for’, it also aimed to show how sensors could enhance science teaching. | ||
|strategy= | |strategy= | ||
|tagline= | |tagline=A compendium with countless ideas for using sensors to teach science | ||
|Learning Objectives=Typically using sensors leads to situations where the following | |Learning Objectives=Typically using sensors leads to situations where the following can become part of the culture | ||
* Can predict the kind of graph their experiment would show | |||
* Can predict the kind of graph their experiment would show | * Can evaluate their results and redo their work if needed - more so than in a traditional experiment | ||
* Can evaluate their results and redo their work if needed - more so than in a traditional experiment | * Can analyse their graph data, such as compute areas or plot a differential of a change | ||
* Can analyse their graph data, such as compute areas or plot a differential of a change | * Can state what a graph tells them about a change | ||
* Can state what a graph tells them about a change | * Say how a graph tells them what is happening | ||
* Say how a graph tells them what is happening | |||
* See ways to take their experiment further | * See ways to take their experiment further | ||
