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RAL technology

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Title: RAL technology


1
RAL Technologyinquiry-based learning in the
twenty-first century
2
Introduction
3
RAL Technology
  • What is a RAL (Remote Access Laboratory)?
  • RAL allow users to have experiments set up in a
    laboratory as per project requirements with state
    of the art equipment.
  • Users are then able to log into the lab via the
    Internet and control all of the equipment and
    record results in real-time from a remote
    location.

4
RAL Technology
  • Benefits of RAL
  • Access to sophisticated scientific equipment
    otherwise inaccessible in conventional school
    science programs due to expense and time
    restraints
  • Access not limited by location or time zone
  • Provides superior access for students with
    disabilities
  • Students are able to log into the lab via the
    Internet and control all of the equipment and
    record results in real-time from a remote
    location.
  • See Resources 1 for detailed examination of RAL
    technology and benefits

5
Inquiry Task
  • Inquiry Learning components of this unit have
    been designed to complement Science, Technology
    and ICT
  • Students must gather information, test design
    elements and record data.
  • The process will raise such questions as Will
    this work?, Why doesnt it work?, What can I do
    to make it work?
  • See Resources 2 for detailed Inquiry analysis

6
KLAKey Learning Areas
  • Science
  • Energy and Change
  • Technology
  • Technology as a human endeavour
  • Information, materials and systems (resources)
  • ICTs
  • Inquiring with ICTs
  • See Resources 3 for detailed presentation of
    KLAs

7
GRASPS
The task uses the GRASPS design
model. Goal Role Audience Situation Product
Standards for Success
Wiggins, G. McTighe, J. ( 2003). Understanding
by design Teaching Assessing for in-depth,
engaging and effective learning. Professional
Workshop. San Francisco ASCD.
8
Goal
  • Using knowledge of force and motion, design a
    challenging and fun all weather remote control
    car track for a public community space.
  • Drive a test vehicle in a remote access
    laboratory (RAL) to experiment with surfaces,
    gradients, cornering and straights.
  • Collect data then justify resulting design
    decisions .

9
Role
  • Students will work in teams of two. They will
    assume the role of LANDSCAPE ARCHITECTS who are
    preparing a design to tender for the job of
    building the remote control car track for a
    community space.
  • They are given specifications to which they must
    adhere for example, the track must include a
    particular number of surfaces, a variety of
    gradients, and options for beginner and advanced
    drivers.
  • They will justify their design upon completion
    by providing data collected during RAL trials.

10
Audience
  • When the designs and justifications are complete,
    they will be judged by a panel of community
    members and representatives from the Radiator
    Springs Council.
  • The panel will rate the designs and award the job
    of building the track to the team with the best
    design.

11
Situation
  • Teams of two
  • Submissions are to be of a revolutionary nature,
    giving the community a state of the art racing
    complex.
  • There is ample space to build a track which can
    be used by all members of the community
    children, youth and adults.
  • The council requirements are for an all weather
    track, that will be usable at all times of the
    year.
  • The council is looking for a facility that will
    be able to sustain competitions being held at the
    track over long weekend periods for example.

12
Product
  • The design proposal (drawn/computer generated)
  • The proposed track must include
  • Sections suitable for beginner and advanced
    remote control car users
  • Surfaces which will be suitable for all weather
    conditions
  • A variety of surfaces, gradients, straights and
    corners
  • Justification of design decisions must include -
  • Data gathered during testing potential surfaces
    and gradients
  • Links to scientific knowledge of force and motion

13
Standards for Success
  • Designs must
  • Be neatly presented either drawn or computer
    generated and clearly labeled
  • Meet specifications of using a variety of
    surfaces, gradients, straights and corners
  • Be suitable for both beginner and advanced users
  • Be supported with relevant data and scientific
    justifications
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