If you’ve used data loggers since the 1990′s you might be entertained by my new photo albums covering topics such as
You might find a photo of you there and ask me to remove it and of course I will!
Data Harvest VISION used with a projector
The idea of an all-in-one datalogger makes measuring and data analysis in science experiments a whole lot simpler. Data Harvest’s EasySense VISION competes with devices from manufacturers such as Vernier; PASCO and LogIT. First impressions are that Data Harvest’s implementation of the all-in-one idea is well thought through and should be in the shortlist.
EasySense VISION is a new unit for measuring with sensors from Data Harvest. Its killer features are: a touch-operated colour screen; familiar built-in software and an extremely valuable socket that lets you show readings being taken using a projector and mouse.You don’t even need a PC to use sensors in a science lab because now that capability is built into the VISION itself. The result is that it’s affordable for numerous groups in a class to monitor readings from experiments. Nevertheless, if you do have a PC you can use it to take readings from VISION as well as put collected data into a lab report.
Those who already have similar systems can be reassured that this doesn’t necessarily mean that their system is now obsolete. VISION can replace older Data Harvest loggers that use the same sensors. Thus you don’t have to start over and buy all new kit. You could gain benefit from having just one VISION unit. The sensors are cleverly unusual in their having a chip which stores calibration data to tell VISION how to scale the readings that it collects.
The built-in software will immediately be familiar to users of Data Harvest systems so no relearning is needed. It is easy enough to dive into and play. When VISION is plugged into a projector and used with a mouse, there’s little difference to notice between what you see here and seeing similar on a PC. Something to check for yourself is how well you can use this same software on a tiny touch screen. I’ve not found Windows style-programs particularly ‘finger-friendly’ or suited to the situation. But then, if clumsy, it is perfectly familiar. You can get a full copy of the software for free from www.data-harvest.co.uk). A new version of the internal software provides ease of use changes (version 1.2 May 2010).
Press release from BLI Education:
This third Blackcat Science Activity Builder title lets you create activities for science. Using the templates you can enter your own content and make on-screen activities. The templates include pairs, crossword, lotto, labels; question / answer, Venn and Carroll diagrams. tables and ordering for science topics such as electricity, forces, and light. You can save materials in HTML, .exe or SCORM 1.2. Price £199.95
Image from BLI Education:
VMS 001 is a compact handheld microscope, 10cm tall with a 7cm base. Its 1.3 megapixel lens can point in any direction with up to 200x magnication. Four LEDs around the lens illuminate the object beneath. An image displays in the software window on the PC. The microscope displays large or strangely shaped objects that a traditional microscope fails to accomodate. Also available is a VMS 004 with 400x magnification. Works on: Windows 98; Windows 2000; Windows XP; Windows Vista. Prices VMS 001 – Single user – £59 ;VMS 004 – single user – £69
My first review of Inspiredata, some years before now, I discovered a tool which made data interesting. I felt short-changed on tools for handling science data (as opposed to everything else). It was easy to be enthralled by clever transitions between one type of graph and another even when the transition provided no new information. What’s lovely is that Inspiredata continues to improve. There’s a tool to gather data through an online survey; lots of types of plot (Venn, stack, bar, pie and what’s called an axis plot); lots of ready made subject-specific databases; lesson plans, classroom projects, handouts, database templates and Inspuiredata can now display line of best fit.
The SPARK screen is large so the virtual buttons on its touch screen suit fingers instead of just fingernails. You can select part of a graph on screen and do more analysis, such as calculate averages or lines of best fit, than many schools ever do. When you plug in a sensor you can display its readings as a line; number or meter display. And then there is a neat way to preset many options and retrieve them. You do this by ‘building’ so-called experiment workbooks which keep your settings in files on the unit. While this isn’t a new concept, the review box had a stack of ‘multimedia’ workbooks for each subject. I soon found experiments such as ‘heat of reaction’ and ‘acceleration’. The experiment workbooks had been made with the PC version of the very same software. This version lets you incorporate written pictures; instructions; questions and quizzes. You can also save a PowerPoint and so quickly assemble a whole tutorial. You really can have a whole curriculum’s worth in there.
If there is a niggle it is that the software seems like a first generation idea. For example it could simply show you readings without having to choose any parameters – but this is a point I’d argue for and others would say it’s good to give you control.
Even at this early stage, a general conclusion is that having a dedicated unit for measuring is quite the direction to be heading in. And when you can run the same software in the SPARK system as on your Mac or Windows PC and now the iPod, it matters less whether every computer you use has a start menu button. It is far, far on task to assess a new system on how reliably it lets you achieve your science objectives. Since a key one of those objectives is learning to investigate science well, having a system dedicated to the purpose strikes me as being the way to go.
a multimedia CD and online compendium with animation, models and interactives – www.organic.rogerfrost.com
for AQA, Edexcel, Salters, WJEC, OCR, IGCE, IB, International Baccalaureate, SQA, Leavers Certificate, CBSE, Singapore O level and A level, AS, A2 Chemistry
Coach 6 Studio provides a learning environment where you or students can work with models or create models of your own. It cuts through complex maths to do with changes over time to give students ideas and problems to solve. If ever you feel that there should be more to do with the data we collect Coach 6 Studio opens the door to it. In the
You can start with imported lists of numbers, a video clip, a picture or the countless examples provided. There are tools to cut and resize media and even one to correct distortion of images captured at an angle. You can go through a sports video, frame by frame, and plot the path of a ball or athlete. What you can then do is make a model to fit the data and play it through beside the video. The depth and facilities available is the meat of physics and very powerful indeed.
I first saw Coach in action some twenty years ago. I watched it demonstrated, and heard about the way students could handle data captured from pendulums swinging and people breathing. It was spell bounding and has had me hooked on data logging for as long. What especially impressed were classroom activities where students would derive data from them. The teacher had structured them so as to eke out as much as one could. Graphs were not presented as done but as paths to learning: do this and comment; differentiate that and say what you find.
So many years on, Coach has today evolved into a comprehensive data handling ‘studio’. Spreadsheets like Excel aren’t up to this. Coach embraces video and combines it with captured data and modelling. As well as import data you’ve collected with your own sensor system, Coach can actually capture data from CMA and Texas Instruments Interfaces. If you’re looking for a set of real scientist’s tools to analyse data and you enjoy packages so much of what people want to do is built-in than Coach 6 Studio beckons. A trainee physics teacher would go far with this – and knowing how to ‘eke’ understanding out of raw data would be part of every science curriculum.
Published by CMA Foundation – AMSTEL Institute,
It’s easy to become a fan of Firefox. It’s the alternative browser to Internet Explorer. It is swift, it loads Acrobat files without fuss, it runs Flash (swf) all of which are now troublesome with Internet Explorer version 7.
For schools Firefox offers security bonuses which some net managers are looking at with interest. They are thinking of switching the school from Internet Explorer. This might have caused us a headache: I’d released my multimedia compendium ‘organic chemistry’ and IE was essential to run it. Preferring to use FF, the following discovery was just what was needed:
IE View Lite is an extension to Firefox which works round the fact that FF can’t run some websites. It lets you tell Firefox to open certain sites in Internet Explorer. It installs in a minute and takes a minute to be told which sites it should pass to Internet Explorer to handle. For network managers this may be just the trick needed to make a safe switch to Firefox.
GCSE Biology A from JSH is CD-ROM with presentations, animations and interactivity for the interactive whiteboard. The title covers the biology aspect of the new specifications for AQA, OCR, WJEC and Edexcel. Free animations and interactive exercises available at: www.jsheducation.com/KS4BiologyExamples.html (click title above)
These sample resoures are also available on a free CD-ROM for schools in the United Kingdom.
Data logging technology needs to be astoundingly simple to find an easy place in a practical lesson. When there’s pouring and heating going on, the LogIT Black box datalogger is a remarkable piece of technology that fits. There are no buttons to press, no drivers to install and no power brick to connect, just a USB cable and up to three sensors and then you are working. It’s happy with existing LogIT sensors that I’ve had since the dawn of the National Curriculum. Frankly there is little to say: it lets you measure with speed and can handle the trickier classroom tasks to do with magnetic induction or the flicker frequency of a fluorescent lamp. The LogIT Black Box comes with a booklet of useful, clever and activities to try like showing the insulating property of carbon dioxide gas. [link above]
Filmed report of a booster day for chemistry when over 160 A level chemistry students descended on Leicester University. And how good they were!
I think everyone could see how important chemistry is – and what a great idea this kind of event is. As well as the Science Centre East Midlands, supporting here were the education folk from Nottingham Trent University. If you’ve no contact to follow, the folks at the local Science Learning Centre ought to know how to make this happen.
The RSC (Royal Society of Chemistry) link above takes you to interviews and gives a fair flavour of the day. Three minutes in I’m seen waving arms as I talk about multimedia and chemistry teaching. People ought to remind me that a big camera in the corner was filming this – or how would I know! Anyway, it was an event to maybe replicate down your way.
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From UK newspaper “The Guardian” September 2006:
“Faster internet speed has allowed us to show video on demand, such that Google Video has clips of lectures, shuttle launches, explosions and insane high school pranks with lots of science to creatively plunder. Hilarious or not, IT coordinators and local authorities have taken to blocking such sites for want of controlling teacher and pupil access to some of its more iffy content.”
To find gems for the classroom think bizarre and then try searching for mentos; explosion; rocket launch chemistry … be prepared for surprises (and please don’t search speculatively in class – as you’ve no idea what antisocial stuff will crop up!) As an example, for any topic on combustion, this petrol filling station clip shows someone puffing a cigarette whilst pumping fuel.
At the moment you can download clips to your PC from google video. My technique is to download the video ‘MP4 for iPod’ and then use Quicktime to play the file offline. Good hunting. If you don’t find anything obscure but useful, methinks you didn’t think bizarre enough.
Organic Chemistry good for GCSE biology topics
The last post reminds me that we’ve created a handful of lovely models and animation for the new UK GCSE to support work on the special topics covering DNA and proteins. Made under the banner of ‘Roger Frost’s Organic Chemistry’ these whiteboard materials show 3D models of DNA; how bases pair up; DNA unfolding and replication; transcription at the ribosome with tRNA; how proteins are made with amino acids; carbohydrates; active sites and enzyme activity. While the bulk of the title is mainstream chemistry, and aimed as such, this wadge of biochemistry topics deserved coverage. (www.chemistry.rogerfrost.com)
A message from biochemistry.org about a new website:
The Biochemical Society has created scibermonkey, a new free online resource for Key Stage 3 science. Mapped onto the Qualifications and Curriculum Authority’s (QCA) scheme of work for KS3, scibermonkey easily searches all units and lesson objectives, directly linking you to the best science resources on the web.
Link: www.scibermonkey.org
Just off the phone from a call where a school has asked IT to install a tiny plugin so that they can get along and do some chemistry teaching. It hasn’t happened, I’m unable to help and feel frustrated. It’s not the first call of the kind nor a first experience: science teachers in the most relaxed of schools cannot get software installed.
It was for this reason that I made my own software easily accesible over the web – trying to rid the need for a plugin is pretty hard (eg try doing without say, Flash) – but clearly we must try harder.
If anyone has asked their IT deparment to install something and it hasn’t happened, please spare a thought for what they have to do. This ‘bounce’ from an email to Cardiff Council shows the IT department have their hands full. I am so glad they are finding things to do:
From: MIMEsweeper@cardiff.gov.uk
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Subject: RE: Invoice – Course Description
Cardiff Council – Images policy
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Issue 168 – Halflife
Issue 166 – Optics Bench
Issue 165 – Organic Chemistry
Issue 164 – Projectile motion – shoot the monkey
Issue 161 – Digital oscilloscope
Issue 155 – Food analysis
Issue 153 – Physics, Ripple Tanks and Waves
Issue 151 – Periodic table – Nucleus and Electrons
Issue 149 – Solar system
Issue 146 – Organs of the body
Issue 144 – A journey through the solar system
Issue 143 – Plant cell versus animal cell
Issue 142 – Terminal velocity
Issue 141 – Breeding mice
Issue 140 – Crocodile clips
Issue 139 – Distance time graphs in football
Issue 138 – Natural selection– a peppered moth simulator
This collection of kits offer practical illustrations of wind power, solar electricity (photovoltaic cell) and solar heating.
The wind power unit has a useful clamp and two wires from a motor on the ‘mill’ can be fed to a voltmeter, LED unit or motor unit. The solar panel is an 20cm square piece of metal attached to a short length of copper plumbing tube. Filled with water, a digital thermometer relays the temperature. If you’ve sensors you can use them to monitor voltage or temperature over time. By the time you’ve done that you’ll have lost more time than generate electricity or heat.
Ironically the result is that you end up monitoring the weather – i.e. I’m still thinking about what I can actually learn from this. The accompanying worksheets aren’t helping this – they are more to do with geography and D&T than science.
Despite words like ‘robust’ in the product description, most parts of the kits appear to be made from scrap – and it’s quite fragile stuff too… which would be fine were this all to cost about £20. In fact it costs well over the £200 mark. Verdict: try this before you buy.
Intrigued by the title I was as here was some free software from Microsoft’s Download Centre.
First attempt to install – “Sorry, this only works on a Tablet PC”
Second attempt to install, this time on a Tablet PC – “Sorry, you need Net Framework installed first”.
There was no third attempt. Physics cannot be this hard but if you’re using this software, please click below, tell us how useful it is and we’ll give it the extra effort required.
Just as data loggers got that bit more reliable, in comes the wireless connection known as Bluetooth.
While recent devices use a USB lead to connect a data logger to the PC, several manufacturers offer the extra feature of a Bluetooth wireless connection.
USB is mostly good. USB not only transfers data, it can power the data logger and this is how logging is becoming more reliable. (See for example Easy sense ‘Link’ (Data Harvest) for a most reliable and inexpensive way to link three sensors to a PC.)
Enter Bluetooth and the logger transfers data over a wireless link. Like a mobile phone, the logger will need power so we’re back to scratch on the power issue again. What’s more, Bluetooth is flakey-flakey-poor. For example, the PC and logger have to be married and this marriage have a habit of falling asunder. So we jump from real gains with USB to real risks with Bluetooth. And reliability plummets.
Bluetooth is great for connecting the whole bunch of obscure devices like phones, headsets, speakers, PDA’s, GPS navigators and personal gizmos you might buy. Instead of carrying a caseful of cables, you use Bluetooth to connect them up. So you can print, access the network / Internet and send data (phone numbers, pictures, music) between them.
Bluetooth is largely about getting different manufacturer’s devices to interoperate with a bit of wireless convenience thrown in.
If Bluetooth data loggers enabled a small chunk of that ability we’d be gaining something. If Bluetooth could send data back from a hot water tank, different rooms, a pond or weather station we’d be gaining something but still not exactly massively. If they took photos and fed them back that would be a gain. If different maker’s equipment worked with the PC we’d gain massively. But Bluetooth data loggers aren’t doing that at all. At the most they exchange data with the PC, something which a simple USB cable does best.
I’d avoid. Given the track record of data loggers, and until someone shows reliability or ‘learning’ gains from using Bluetooth, I’d suggest staying away.
From our ‘Contact’ page:
Dear Roger
Have just bought a Philip Harris eLog II datalogger (before I looked at your website!). I am having problems.
The A3 sheet sized quickstart guide (there is no manual yet) says you can charge the internal batteries through a connection to the USB port on the laptop PC (with the laptop USB power saving features turned off). 8 hours should be needed.
However this does not work – the batteries stay stubbornly uncharged even after 36 hours and a very hot laptop. Turning the elogII power on (there is a meagre 5% internal battery power left) during charging doesnt help either – and I have now completely pancaked the internal battery.
The Philip Harris tech support line is a study in ignorance. Can you suggest what I am doing wrong?
The elogII worked briefly on what power it DID have before I pancaked it.
Cheers
RF thinks:
That USB socket on a laptop delivers very little current. It’s slightly different to a USB on a desktop where charging via USB isn’t going to overdrain the battery. There’s enough power in the laptop USB to allow you to read the sensors but either there’s not enough to really top up the battery or more likely there’s not enough to recharge the battery from flat. (It would be sensible/likely for the manufacturer to have disabled charging the logger from flat.) An alternative idea, and battery issue aside, is that the kit is not good – which is sad because there’s a lot of faith in the company but their equipment is over-blown and off-target. And more sad that there’s not a lot of intelligence left at Philip Harris to steer it back on course.
It’s been a while but at last this web now has a section of favorite experiments as well as a guide to the various brands of data loggers.
Choosing Equipment - an annual article on what’s new together with a look at the track record of each brand.
Experiment Gallery – a set of experiments
Data handling - worked examples of what to do with data you collect
If you thought that work with digital video needed fantastic equipment or that it was for some other subject, Reading Boys secondary school sets the record straight. Teacher Mary-Clare Maunder has been trying an unusual teaching strategy – editing video to raise issues in science. Given an assortment of video interviews about homeopathy, the year nine class assembles a short film. They sift through pre-filmed interviews and add a commentary. Could homeopathy cure people? Was there any science to it? And, if it worked anyway, did that matter? The boys have a question per group to answer: they have to assemble the evidence to support a case one way or the other.Keeping costs in check, they use Pinnacle’s Studio software in a regular network room. “It was an alternative way to teach ‘ideas and evidence’ – challenging, more interesting and very adaptable to any topic,” says Maunder.Designed by Tony Sherborne at Sheffield’s Centre for Science Education, video lessons offer a fresh approach. “We’ve aimed to make this manageable, time efficient and we now have a version using film clips on PowerPoint,” says Sherborne. “It’s superb to see students so engrossed.” As the computers you find in school gain power, you see more schools using them to communicate via video. It signals not the end of email, handwriting or PowerPoint but the start of new, and generally less explored, ways to learn.
Take Coed-y-lan primary school in Wales, whose short film about minibeasts won a Becta digital video award.Somebody simply suggested making a film about their current topic. Deputy head Robert James had some very affordable technology: an Apple iMac, a digital microscope and a Sony camcorder. The class had followed a David Attenborough TV series, and they were ready to parallel his example. What followed was a journey through a variety of skills, techniques and pupil research. “They’d have highly creative ideas and launch into much discussion on the best ways to shoot things,” says James. “There was collaborative learning all through as they assembled the clips, or used animation in one sequence. It worked in different ways for different children and showed us all a new way of working.”You can view this short film at www.becta.org.uk although only a little of what you see conveys the attention to detail, the enjoyment of science inquiry or the thorough application of the group that produced it.
Reading boys School – resources
Staff: science department;
Non-timetabled hours: one plus two to three in class;
Kit:Pinnacle Studio – video-editing software and school network;
Cost: variable depending on video-editing software of choice;
Support (external): lesson designed by Tony Sherborne.
Adding computers to labs doesn’t prove easy – you need space for experiments, sensors and data loggers. Add a dozen computers, and two dozen loudspeakers, and it can get messy. As every teacher has a view on labs and great tips to pass on, it’s timely that the ASE and Royal Society are collecting some definitive advice on lab design. They’ve commissioned education specialist 3T for the job, producing case studies and a CD-rom design tool. Hampton school in London would make an exceptional case study – the technology services its needs but doesn’t take over. Off the bench, thin-screen monitors keep the worktop clear; under-bench computers keep the floor clear too. Cables for sensors emerge from hidden dataloggers, while cordless mice and keyboards keep the look clean. Clever touches include a separate switched power circuit to cut the PC monitors and gain pupils’ attention! While new labs cost serious money it may come as a surprise that in this design we see no extravagance. In the words of head science technician David Hughes: “It costs the same to do a lab right as it does to do it wrong.”
From “The Guardian”
Pic
You’ve read about nanotechnology or seen the space shuttle crash. Set beside the news, school science seems centuries old. But at Garth Hill school in Bracknell, science teaching gained a contemporary edge with the help of “Upd8” from the Association for Science Education (ASE). The Upd8 team produces topical lessons based on current news and then beams out weekly emails and text messages to teachers.
Garth Hill is one of several schools trialling this nifty Planet Science and IBM-funded “alerting” service. Head of science Diane Allum Wilson was one of the first to sign up. “At the peak of the Sars epidemic, they sent an idea on how to simulate the spread of the disease across the school. We gave pupils a leaflet meaning that they ‘caught’ the virus. In turn they passed it on. The whole school took part through lessons, breaks and lunchtimes. The kids really did understand how infection travels.” And when Michael Jackson famously dangled his baby from a window, Wilson’s pupils started asking why the baby had white skin. In timely fashion, the Upd8 team produced a ready-to-roll lesson on genetics. Allum Wilson finds colleagues run easily with these ideas. “The ‘here’s a lesson you can do’ approach worked well. Best of all, the work generated interest and excitement.”
We come to expect computers to change often and get us to upgrade but with data loggers I wonder. The need to take readings from experiments is pretty much the same today as it was fifteen years ago. In other words the kit you had then really ought to work now. I am still looking for a good reason any firm should change the design of a temperature sensor. The reason for change that I can see is to seek something more reliable.
My day job – providing courses on data logging and the use of ICT in science – has been much enhanced by the amount of Philip Harris equipment in schools. The equipment, consisting of ‘Blue Box’ sensors, DL Plus interfaces, First Sense, CL100 card loggers was bought by the lorry load during the 1990′s. The system was changed many times and at great cost to science dept budgets. ().
These kits have been very troublesome too – most often the problem is an iffy link between the box and the sensors – leads, battery power and serial ports each playing their part in an unreliable setup.
“Surely the technology has moved on and got better” said the last school I visited so I took along samples from various manufacturers to see if it had. Most impressive were the USA made systems from Vernier and PASCO. Each worked via the USB port – the software responding immediately to plugging and unplugging sensors. LogIT and Data Harvest systems were fairly good though you needed to get the software at the right place before it would recognise the sensor had changed. Of the two LogIT was most responsive – what spoiled it for the Data Harvest box was to complain about a lack of a driver – even though I’m sure I’d installed this beforehand.
If you’re having problems with whatever you bought it is possible to continue using the existing kit reliably:
1) Get each part of the kit working before connecting up to the PC.
2) Be prepared to discard (or mark as suspect) some items.
3) If the effort required is discouraging, rest assured there is good equipment to be had.
4) Whoever you buy from, look at their track record and wonder why they’ve changed their system so many times.
If you’ve yet to use them in earnest, Microsoft Word styles are fabulously helpful. They not only make documents consistent, they speed up the business of changing the look of a document when it’s done.
To make them even more useful, add some style ‘buttons’ to your Word toolbar. Right click a toolbar and choose ‘styles’. You ought to see this:
Just drag the style names ‘Heading 1′ and so on to a toolbar. To tidy it up, you can edit the buttons using a right click as we’ve done here:
As you type your document, click a style button to make the text Heading 1, 2 or whatever.
