Data loggers and analytical software in Science

Posted by Ingrid Kopke Donado

One of the aims of the International Baccalaureate experimental Science program is to ‘develop and apply the students’ information and communication technology skills in the study of Science’ (IBO, 2007).

As IB Science teachers we are encouraged to use ICT in practical work throughout the two year IB Science courses. An effective way to do this is through the use of data logging sensors and data logging analytical software. As commented in (Newton & Rogers, 2001) ‘the attributes of the data logging method offer scope for these software-supported approaches to be deployed in a wide range of science practical settings’. The promotion of data logging analytical software can be implemented in all areas of Science and offers an alternative approach of collecting, storing and presenting scientific data for analysis.

Data logging tools and software allow for superior high quality data collection methods and if used correctly provide little error. Without having to worry about the data collection itself a learner can focus more on the scientific problem and as commented in (Newton & Rogers, 2001) ‘ there is potential for pupils to use software tools more creatively’. They go on to say ‘consequently there is some scope within the data logging approach for pupils to devise their own strategies for using the software to investigate phenomena’.

At the Diocesan Boys’ School we have chosen to use the Pasco brand of data loggers and data logging software. The plug and play application of this equipment is very attractive and little time is spent investing extraneous cognitive load in working with the sensors. Students are quick to grasp the use of this tool and make effective use of its application. Using notebooks as data loggers, students are free to move around with the sensors as is shown in the presentation. Pupils are also free to analyze data using software provided by Pasco or can use alternatives as they see fit. The data logging software is also compatible with other input mobile devices and although as a department we are still in the learning process of integrating other mobile technologies with this software, we have managed to use cameras effectively as a data collection tool. Another important component of the IB practical science investigations is for students to design their own investigation. This is where students become creative with science and can start to incorporate the use of data logging sensors and software as well as other mobile devices into their work in a sense gaining ownership of the technology around them.

IBO. (2007, March). Physics subject guide. Retrieved October 30, 2010, from OCC: http://occ.ibo.org/ibis/documents/dp/gr4/physics/d_4_physi_gui_0905_1_e.pdf

Newton, L., & Rogers, L. (2001). Teaching Science with ICT. London , New York: Continuum.

Voicethread presentation on Vuvox

These are our views on applications, affordances, limitations and possible uses of the learning tool Vuvox. We used voicethread to compile our opinions.

A Vuvox for a simple topic

Just wanted to share this Vuvox presentation I put together to explain a simple topic. Still have a bit of issues not being able to "download" the Vuvox presentation, but I suppose the whole embedding should be good enough...the problem with this is the necessity for an internet connection, something not always THAT reliable at school!

Assignment 4 Digital Story Making

Our notes on the assignment:

Posted by Christopher Fulton

Our digital story was planned using a shared Google Notebook. This allowed us to collaborate even though we could not meet in person. Please find an example of a shared Google Notebook at the following address: shared Google Notebook
And, we choose to use Vuvox to present our multi-media story.

Ta da.. here's the link http://www.vuvox.com/collage/detail/02ea411027
You are invited to visit the Vuvox site, make comments (login required), and leave us some questions and comments.

The topic of the digital story is our favorite topic - us. As we are still getting familiar with each other and our peers in this class, we thought the best idea would be to tell our story. In the process we cold come to know each other better. The presentation also invites the whole class to add a comment or two. In this way the assignment and activity has more meaning. It is personal and suitable for our current situation. Let's call this a situated learning activity.

A few other comments...
In using digital technology, this Vuvox technology, we had to plan, test, and plan again. New technology is fragile. The Vuvox software had limitations. It wasn't really suited for collaboration. We couldn't all edit one presentation without the system crashing. A few setbacks along the way. So, learners need to be aware of the fragility of any digital technology, and be ready to keep trying until it works.

One question arose in my mind as we attempted to collaborate. Who really has ownership of this media? It doesn't seem to reside on our machines. After it has been uploaded, it is residing on the media company's server. Ownership has been handed over?

On a similar note, the privacy settings for Vuvox are most likely acceptable, for now. We can keep it private or share it with people we know. For now, it seems like there is no way for users to search and find our presentation. We can give you the web address, yes. But, you can't search the Vuvox server and find it!

Scienceteachers

A video of ideas and web 2.0 technology we discussed - a quick overview

Posted by: Christopher Fulton

A science project could be presented, reviewed and discussed using web 2.0 technology.

We looked at some traditional ways to present science video and new uses of Vuvox, Youtube, Prezi and Google Wave.

A link to a higher definition video: http://gallery.me.com/fulton.christopher/100359

Use of Vuvox for Experimental Design

Vuvox is a freeware which allows users to create -amongst others- presentations and videos using a wide range of sources including existing or new videos, documents, sound clips etc. Because of its versatile nature into what can be included, Vuvox allows the creation of very didactic animations and presentations -a nice change from the Power Point Tradition -which although useful- can be severing to creativity.

In Science, students are often required to "plan" experimental designs. For this purpose, students are usually asked to submit a form-like report which describes -in a written manner only- the way in which they expect to develop and carry out the experiment of their choice.

Although the nature of this task is to enhance the learner's ingenuity, the manner in which the learner is usually asked to "present" this ingenuity seems like deterrent to creativity -after all, how many artists produce a beautiful sculpture by first describing it on paper?

Bearing in mind that the design of an experiment is in many aspects no different to the creation of a piece of art, it would seem more adequate that a student asked to develop an experimental design should be able to visually describe what it is that he/she is planning on. Vuvox could therefore be used to allow students to "plan" experiments with the use of visual aids: photographs or videos of the way in which they plan to set up apparatus; sources of inspiration or models for comparison; the manner in which data will be recorded or even the means for controlling experimental values.

When asked to produce an experimental design, students often overlook many of the concepts listed above. By encouraging students to make videos or take photographs of their design as they produce it -and persuade them to organize it in a comprehensive manner- we as teachers may be facilitating this creative process. In addition, by having a hands-on activity in the creation of their design, students are more likely to gain a deeper understanding of what they are doing and the implications of their experimental design, than if they were just describing it in abstract. Because of the nature of Vuvox, students working "together" may combine individually obtained ideas/images/videos and organize them without having to be working "together" in a temporal frame. This is an advantage over designs produce on a paper whilst students are sitting together -not necessarily close to sources of ideas or inspiration-.

Producing an experimental design through Vuvox, has the added value that the experimental design is more readily available for other members of the class: By embedding it on You Tube or a similar file sharing platform, students may "see" what it is that their peers have designed and share their creations in a more user friendly manner: Teenagers are, after all, more likely to click on a youtube link than read an academic journal.

By using Vuvox as the medium to display an experimental design and Youtube as a means of sharing it, the additional message of the much needed creativity in Science is underlined. The concept of using an interactive platform to design and present the design an experiment strays away from the traditional image of the scientist as a man in white coat piled up with papers and complicated abstract calculations and links the activity to the reality of the student.