Datalogging for Secondary Science

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Datalogging for Secondary Science

• Phil Godding

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This slide show includes.

• a definition of datalogging
• why datalogging is such a useful tool
• classroom management of datalogging
• how to audit your current situation
• plus plenty of ideas

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Datalogging defined

• Capturing data electronically ....
• directly from sensors to interface/computer
• remotely from sensors to datalogger and then
• computer
• remotely via a satellite
• remotely from the Internet
• remotely from wireless technology systems

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What is the value of datalogging ?

• fast data capture allows us to see (some)
  invisible data
• control of incoming data allows us to manipulate
  results to our benefit
• large no. of data points - can change our/pupil
  perception of results
• more accurate data (?)
• presentation as graphs, tables, charts etc
• data analysis (in software or spreadsheet)
• automation function and time saving
• long term (days/weeks) or very fast data capture
• linked to computer or remotely
• introduces students to concept of digital
  technology - but make it relevant!

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What did that all mean?

• fast data capture allows us to see (some)
  invisible data fast is relative but
• 
  To a
  Physicist it means capturing sound waves or an
  induced e.m.f. as stable signals (c.f
  oscilloscopes)
• To a Chemist it may mean a 30 40 second
  titration produces visible data for analysis as
  well the colour change end point
• To a Biologist it may mean the quantitative
  analysis of an enzyme reaction
  

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• control of incoming data allows us to manipulate
  results to our benefit
• large no. of data points - can change our/pupil
  perception of results..
• The quality of data is dependant on two criteria
• 1. Accuracy of data from system see later
• 2. How the user controls the incoming data
  therefore once you are used to the system do not
  just choose a time and hit the Start button.
  Think about the quality of data required sample
  rates, interval times, duration of activity.
  Generally more samples means better data but
  long term recordings may restrict you due to
  memory

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• more accurate data (?)
• This is a real hot potato experience shows
  that we generally believe that electronic data is
  more accurate - but dont believe it.
• Remind yourself about teaching Year 7 accuracy of
  data and for example, how accurate a thermometer
  is? Now do the same test with a temperature
  sensor. Check the manufacturers technical
  specification for accuracy ( and remember that
  sensors do lose their accuracy with age and use).
  Remember also you get what you pays for -
  higher price should bring better quality
• Remember also that the incoming data from a
  sensor is nearly always analogue and therefore
  requires to be converted to digital. The quality
  of the analogue(A) to Digital (D) ( A-D)
  conversion will also play a part in the accuracy
  of the data finally displayed.

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• presentation as graphs, tables, charts etc
• data analysis (in software or spreadsheet)
• One of the greatest advantages of datalogging is
  the ability to do what you want with the data
  tables, graphs, bar charts - make your choice
  depending on the learners needs (group or
  individual) or the analytical skills of the
  learners concerned.
• Copy data into word processed practical reports,
  share data with other groups, use as exemplar
  data sets.. it goes on and on.
• Analyse data in the datalogging software most
  programs have some analysis although some are
  better than others. If it does not do what you
  want it to then put it into a proprietary piece
  of software which will allow further analysis
  (Excel is the obvious one but is it really the
  most useful?).
• Remember also that your datalogging software
  could also become your graphing and analysis
  software in science. In most cases you can type
  in data as a table into datalogging software and
  then analyse.

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• automation function and time saving
• long term (days/weeks) or very fast data capture
• The concept of time saving in ICT usually raises
  blood pressure in teachers, but a datalogging
  experiment left to run requires no operator and
  allows pupils to get on with other tasks. Think
  about a 45 minute cooling curve what would
  pupils normally do in the traditional method? Now
  they can plug in and let it run, and get on with
  other tasks with occasional reference to see how
  the graph is progressing good example of
  automatic function.
• We mentioned fast logging before but long term
  logging enables automatic function and saves
  time. Look at KS3 Unit 7C Environment it states
  Provide pupils with data about environmental
  changes around the school over a 24-hour period
  .. how else can you fulfil this option but by
  datalogging?

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• linked to computer or remotely
• Direct interfacing i.e when the logger is
  attached to the computer is an ideal way to log
  data either when doing a whole class demo or if
  you have plenty of PCs in the laboratory.
• However, there are many situations where remote
  logging is essential not just for recording in
  the school grounds and on field trips but when..
• PCs are short in the lab ( common experience I
  expect)
• Dataloggers are limited in number ( another
  common experience I expect), share them round in
  a circus approach
• Health and safety is an issue is it really safe
  to have expensive computers, boiling water,
  240Volts all together on the bench?
• The activity demands a fume cupboard

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• introduces students to concept of digital
  technology - but make it relevant!
• Datalogging could become something we do in
  science practicals, - although pupils should
  also be doing it in Geography, ICT and Design
  Technology.
• Try and make the links with datalogging as the
  norm in industrial and research science
  laboratories
• Show datalogging as the recording of data via
  sensors and then as part of other technologies
  such as feedback and control systems e.g
  greenhouses log temperature and humidity (the
  sensors) and at certain levels will activate
  switches to open and close windows, switch on
  fans (the control). Look at the new Vocational
  GCSEs to see references
• Ask pupils about coming to school on the bus,
  train car - how did sensors operate to allow
  warning lights to come on/off, for doors/seat
  belts/alarms
• Ask them about datalogging around the home
  security alarms, lights, thermostats ..etc

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Classroom management 1

• managing ICT in the classroom or laboratory
  requires thinking beyond some traditional ways of
  teaching and learning. These two slides assumes
  limited dataloggers, sensors and/or PCs in lab
• use logger(s) remotely and then download when
  access to PC room
• use single logger remotely and then pass round
  logger
• use single logger and then network data
• one PC and one logger two workstations, one
  group logging and one analysing data

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Classroom management 2

• the circus approach to science practicals works
  with dataloggers (and we are well used to this)
• whole class demo via TV/ projector ideal for
  limited sensors or
• teacher demo - with pupils doing it traditionally
  great for showing sampling differences, graph
  shapes etc
• Teacher demo but allow pupils to use the data
  for their analysis
• network software key to real access

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Classroom management 3

• Try extending the use of the datalogging
  software by
• using the spreadsheet capabilities of the
  software
• using the graphing facilities rather than Excel
• sharing of data opportunities
• using perfect and substitute data/graphs as
  exemplars
• copying tables and graphs to word processors

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ICT audit what have I got and do I use it?

• ICT audit - what have we got? Dataloggers, leads,
  sensors software, (PCs?)
• Make up sets of equipment and ensure they all
  work
• What software ? - compatible, updated, networked
• Which experiments do we teach? Or wish to develop
• Can I do it? Set up, run, problem solve,
• What does the dept. need? Sensors, loggers,
• Make sure you practice tomorrow!