In this unit children learn that devices can be connected to a computer to monitor and measure changes in environmental conditions. Children gain an understanding of computer monitoring of external conditions.
This unit links with the ICT key stage 2 programme of study 2b (monitoring events such as changes in temperature) and with the science key stage 2 programme of study Sc1, Scientific Enquiry 2f (making systematic observations and measurements including the use of ICT for datalogging).
Children should be able to apply what they have learnt in this unit when working on Unit 6C 'Control and monitoring - What happens when...?'
Where this unit fits in
This unit assumes that children:
- are familiar with using traditional methods of monitoring and measuring environmental conditions and changes, eg temperature, light, time
- are familiar with using sensing equipment, eg thermometers.
- sensing equipment
- sensors, eg light and temperature
- analogue readings
- digital readings
- datalogging
- recording
- monitoring
- measuring
- datalogging equipment
- traditional thermometer, beakers
Sounds
Video
Software suitable to use:
Sherston-Mission ControlCrystal Rainforest
Ecolog (Data Harvest)
LogIT Explorer (Logotron)
First Sense (Philip Harris)
Weather Reporter
The Advisory Unit: Computers in Education
Online Resources-for Teachers:
Online Resources- for Pupils:
Objectives:
key idea: that sensing devices can be used to monitor changes in environmental conditions key idea: that a device attached to a computer can take readings of conditions such as light intensity, temperature and sound levels
technique: to attach a sensor to a device connected to a computer and take readings
key idea: that a computer can take samples of data for a set period of time
technique: to use the program set-up features to set variables such as selected sensor and time span of recording
- to identify opportunities and design simple investigations for which the collection of data through a computer device is both feasible and advantageous
Section 1: SETTING THE SCENE
Discuss ways in which measurements of environmental data are taken in a range of everyday situations, eg weather forecasting, central heating, thermostats.
Discuss the difficulties experienced when manually recording data. Identify the need for a system to record data.
Identify difficulties encountered when collecting data over very short or long periods of time and discuss different ways in which data can be recorded, eg tables and graphs.
Compare methods of presenting data where a variable changes over time in different formats (numbers, graphs). How can we use the computer to do this?
Section 2: SHORT FOCUSED TASKS
Show the children how to link a sound sensor to the computer. Record the various levels of sound with the whole class participating, eg silence, quiet talking, shouting and show the changes displayed on the computer screen. Discuss what happens to the graph as noise levels change.
Demonstrate how to attach a sensor to a device connected to the computer and, if necessary, how to configure the software to show the data being collected. Give children the opportunity to 'have a go', without the activity being related to any precise scientific investigation, eg recording temperatures of cold water, from hands, under armpit to show how changes are logged and are then printed out as a graph. Ask the children to mark at each point on the graph what they thought was happening.
Section 3: SHORT FOCUSED TASKS
Set a light sensor to monitor the classroom over 24 hours. Discuss the difficulties that such an investigation would face without the use of ICT. Ask the children to interpret the resulting graph.
As part of an investigation into insulation, pour equal quantities of hot(ish) water into two beakers of different sizes and types of insulation to compare rates of cooling. Use temperature sensors to compare rates of cooling over a given period of time, eg 20 minutes. Print data and graphs. In both cases, children will need to change variables for the timings of the readings and discuss how often readings need to be taken in each case.
Section 4: INTEGRATED TASK
Encourage the children to come up with their own questions and hypotheses. Suggestions could include, What happens to the temperature of a glass of water after ice cube(s) are dropped in over a period of x minutes? Which will cool quickest, a large or small bowl of hot water? Which coat/jumper is the warmest? What is the darkest/brightest time over a 24-hour period?
Expectations
at the end of this unit
most children will: choose the appropriate sensor/s to monitor environmental conditions and changes and carry out experiments safely and independently
some children will not have made so much progress and will: carry out experiments with support and/or guidance
some children will have progressed further and will: understand when it might be appropriate to use a computer device for datalogging; select appropriate sensors and carry out the experiments safely and independently; draw simple conclusions from data
Assessment
2Simple-2Assess
Activities
Temperature Sensors.
Activities by QCA- Temperature sensors
Discuss the difficulties experienced when manually recording data. Identify the need for a system to record data.
Identify difficulties encountered when collecting data over very short or long periods of time and discuss different ways in which data can be recorded, eg tables and graphs.
Compare methods of presenting data where a variable changes over time in different formats (numbers, graphs). How can we use the computer to do this?
Section 2: SHORT FOCUSED TASKS
Show the children how to link a sound sensor to the computer. Record the various levels of sound with the whole class participating, eg silence, quiet talking, shouting and show the changes displayed on the computer screen. Discuss what happens to the graph as noise levels change.
Demonstrate how to attach a sensor to a device connected to the computer and, if necessary, how to configure the software to show the data being collected. Give children the opportunity to 'have a go', without the activity being related to any precise scientific investigation, eg recording temperatures of cold water, from hands, under armpit to show how changes are logged and are then printed out as a graph. Ask the children to mark at each point on the graph what they thought was happening.
Section 3: SHORT FOCUSED TASKS
Set a light sensor to monitor the classroom over 24 hours. Discuss the difficulties that such an investigation would face without the use of ICT. Ask the children to interpret the resulting graph.
As part of an investigation into insulation, pour equal quantities of hot(ish) water into two beakers of different sizes and types of insulation to compare rates of cooling. Use temperature sensors to compare rates of cooling over a given period of time, eg 20 minutes. Print data and graphs. In both cases, children will need to change variables for the timings of the readings and discuss how often readings need to be taken in each case.
Section 4: INTEGRATED TASK
Encourage the children to come up with their own questions and hypotheses. Suggestions could include, What happens to the temperature of a glass of water after ice cube(s) are dropped in over a period of x minutes? Which will cool quickest, a large or small bowl of hot water? Which coat/jumper is the warmest? What is the darkest/brightest time over a 24-hour period?
Expectations
at the end of this unit
most children will: choose the appropriate sensor/s to monitor environmental conditions and changes and carry out experiments safely and independently
some children will not have made so much progress and will: carry out experiments with support and/or guidance
some children will have progressed further and will: understand when it might be appropriate to use a computer device for datalogging; select appropriate sensors and carry out the experiments safely and independently; draw simple conclusions from data
Assessment
2Simple-2Assess
Activities
Temperature Sensors.
Activities by QCA- Temperature sensors
