data-logging for ks3 science. objectives: what is data-logging? why do data-logging? when is...

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Data-logging for KS3 Science

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Page 1: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

Data-logging for KS3 Science

Page 2: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

Objectives:

• What is data-logging?• Why do data-logging?• When is data-logging useful/not useful?• Practical session – using data-loggers. What will

we do?• How can we manage it in the classroom?

Page 3: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

What is data-logging?

Data-logging equipment includes:

Sensors, interfaces, computer and software

Process involves:

Collection, storage, display, analysis and

interpretation

Page 4: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

Curriculum Requirements

Pupils should be able to:obtain, record and analyse data from a wide range of primary and secondary sources, including ICT sources, and use their findings to provide evidence for scientific explanations

Explanatory note:Primary sources such as data logging and secondary sources such as the internet are essential aspects of pupils’ experience of science.

AF4 Using investigative approaches

Level 8

Choose and justify data collection methods that minimise error, and produce precise and reliable data

Level 6

Justify their choice of data collection method…

Level 4

Select appropriate equipment or information sources to address specific questions or ideas under investigation

Page 5: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

When is it useful?

• When it frees up time to think

• When it makes it easier to understand the underlying Science

• To make measurements over a long time period

• When it gives more precise measurements

• To make measurements over a very short time period

• When the value it measures is better than the one you could make manually

• When you want to make measurements in a place remote from the computer

Page 6: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

Cooling curves

Page 7: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

Thermal conduction

Use a carbon filament lamp not the Bunsen burner

Page 8: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

Oxygen sensor/photosynthesis

Page 9: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

Position sensor/seedling growth

Page 10: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

Temperature change in a reaction

Page 11: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

Current when lamp is switched on

Page 12: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

Speeding toy cars

Page 13: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

When is it not useful?

• When it does too much for the students, e.g. calculating speed for them, rather than helping them to learn how to calculate it themselves.

• When you can get good results just as quickly and easily in the conventional way.

• When it’s hard to get the experiment to work reliably.

Page 14: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

Practical Session

• Set up and run the experiments• Whilst you are doing it make a note of any

advantages/issues of each experiment• Save data for at least one experiment onto a

USB drive (data stored in My documents>Easy sense files>Data files?)

• Use the laptop or computer room to open your data in Excel and produce a graph

• Bring it back after the break

Page 15: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

Discussion

• View and discuss graphs from Excel

In the circus:

• Any advantages of datalogging?

• Any challenges/difficulties? How might they be overcome?

Page 16: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

Is it transparent?

Page 17: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

Greenhouse effect

Page 18: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

A winter coat

Page 19: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

Respiration

Page 20: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

Classroom managementMethod Advantages Disadvantages

Teacher demo Only need one set of data logging apparatus.

Students see the right outcome for the experiment.

Not as motivating for students.

Students can’t achieve highest levels if it’s an assessed piece of work.

Not developing students’ practical skills

Half a class in small groups Half as much apparatus as with whole-class set – might make it possible with more difficult classes.

Teacher supervising two activities at once.

Timing – need to have enough work for others to complete while they wait to use data loggers.

All students in small groups Motivating – more engagement with task.

Developing ICT skills.

Developing practical and investigative skills.

A lot of equipment to manage – may need support from ICT technician/Science tech/TA.

Printing students’ work may be an issue.

Page 21: Data-logging for KS3 Science. Objectives: What is data-logging? Why do data-logging? When is data-logging useful/not useful? Practical session – using

•What is data-logging?

•Why do data-logging? Curriculum requirements?

•When is data-logging useful/not useful?

•Practical session – using data-loggers. What will we do?

•How can we manage it in the classroom?

Review aims of the session