ICT IN PRACTICAL SCIENCE

ICT in Practical Science

ICT IN PRACTICAL SCIENCE:

NEW APPROACHES TO DATA COLLECTION AND ANALYSIS

www.sep.org.uk

The Science Enhancement Programme is a part of Gatsby Technical Education Projects. It is developing
curriculum resources to support effective learning in science, and providing courses and professional
development opportunities for science teachers. The Gatsby Science Enhancement Programme has supported
the Centre for Science Education at Sheffield Hallam University in the production of this publication.

Gatsby Science Enhancement Programme

ICT in Practical Science

First published 2010

by the Gatsby Science Enhancement Programme
Gatsby Technical Education Projects
Allington House (First Floor)
150 Victoria Street
London SW1E 5AE

© 2010 Gatsby Science Enhancement Programme

Contributors: Phil Morris, Richard Needham, Gareth Price, John Wardle

The materials in this booklet may be reproduced for teaching purposes in schools and colleges provided that the
copyright of the Gatsby Science Enhancement Programme is acknowledged. No copies may be sold for gain.

ISBN 978-1-901351-84-2

ACKNOWLEDGEMENTS
Thanks to the following people for giving their time and enthusiasm to the project, and providing the ideas from
which the activities were developed: Bryan Berry, Science Learning Centre South West; Dave Collyer, Whitcliffe
Mount Specialist Business and Enterprise College, Kirklees; Jason Drewett-Gray, Benton Park School, Leeds;
Paul Dunn, Royds Hall High School, Kirklees; Andy Fehler, King Edward VIIth School, Sheffield; Alastair Gittner,
Stocksbridge High School, Sheffield; Richard Hammond, BECTA; Ian Harris, Leeds LA; Rachel Hartley, IoP; Peter
Hoskins, Westborough High School, Kirklees; Sarah Jagger, Spen Valley Sports College, Kirklees; Chris Mason,
Salendine Nook High School, Kirklees; Andrew Mawer, Leeds LA; Beth Pettifer, Horsforth School, Leeds; Laurence
Rogers, Independent; John Walker, National Science Learning Centre. The following people gave tremendous
support, freely providing us with advice, encouragement, ideas and wisdom: David Crellin, Jason Drewitt-Grey,
Steve Emery, Phil Godding, Barry Hawkins, Barbara Higginbotham. The following companies kindly loaned and
donated equipment for use in these activities: Data Harvest Ltd, Sciencescope, Instruments Direct, XLlogger.

HEALTH AND SAFETY

For practical activities, the Gatsby Science Enhancement Programme has tried to ensure that the experiments are
healthy and safe to use in schools and colleges, and that any recognised hazards have been indicated together
with appropriate control measures (safety precautions). It is assumed that these experiments will be undertaken
in suitable laboratories or work areas and that good laboratory practices will be observed. Teachers should
consult their employers’ risk assessments for each practical before use, and consider whether any modification is
necessary for the particular circumstances of their own class/school. If necessary, CLEAPSS members can obtain
further advice by contacting the Helpline on 01895 251496 or e-mail science@cleapss.org.uk.

Gatsby Science Enhancement Programme

 ICT in Practical Science

Contents

Introduction: Using the materials 1

The materials
Audio 5
Combustion 6
Electrosmog 8
Exercise 10
Habitats 12
Indicators 14
Parachutes 16
Photosynthesis 18
Pollution 20
Rockets 22
Trainers 24
Tropism 26

Appendix
References and further reading 28

Gatsby Science Enhancement Programme

ICT in Practical Science

Gatsby Science Enhancement Programme


USING THE MATERIALS
Practical work in science
This publication looks at how ICT can enhance practical
work in science. Practical work is important; it helps
develop both students’ scientific knowledge and their
knowledge about science. We believe that practical work
can help students to:
• develop their curiosity and ask questions about science
• develop capability in planning, collecting, analysing and
interpreting data
• develop understanding of the nature of data and
investigation
• use evidence in a critical and informed way
• develop understanding of scientific phenomena.
The changes in ICT in schools since 1980
Computers have been used in education since 1981 but
it is only in the last decade that we have seen a rapid
expansion in the number and capabilities of computers
available for classroom use. The range of equipment
has increased with laptops, PDAs, mobile phones and
netbooks being used in increasing numbers in classrooms.
Data capture technology has been available for a similar
length of time and has undergone an equally impressive
ICT in Practical Science
development in terms of power, portability, function and
reliability. So it seems that the time is right to take a fresh
look at this issue. We set out to review the landscape,
present a justification for using ICT in practical work and
to exemplify this with some innovative ideas suitable for a
range of classrooms.
What do we mean by ICT in practical science?
We could make a compelling case for the use of almost
all ICT applications to support practical science; word
processing to write reports; spreadsheets to analyse data;
drawing packages to create diagrams and video to record
events. We would encourage all such uses in appropriate
situations. ‘ICT in practical science’ is essentially
about collecting and interpreting first-hand data from
experiments using sensors and data logging equipment.
The booklet includes activities that make use of readily
available (often free) software which is beginning to make
an appearance in the science classroom. Examples include
recording and analysing students’ speech patterns and
video analysis of moving objects.
We recognise the challenges of using ICT with large
classes, particularly if the whole investigation process of
planning, carrying out and interpreting is followed. Whilst
we think first-hand experience of complete investigations
Gatsby Science Enhancement Programme 1
ICT in Practical Science
is desirable, we accept that it may not always be feasible
in every teaching situation. There are times when the use
of secondary data is more appropriate, particularly when
teaching how to analyse data or when exploring patterns
in data. However, our criterion for including the suggested
activities is that students should be able to collect their
own data. Most of the activities involve relatively short
periods of data collection allowing substantial opportunity
for data analysis and interpretation.
How does ICT support and enhance practical science?
Recent developments to the science curriculum have
emphasised the central role of ‘How science works’ (HSW)
in planning, teaching and assessment. We believe that
ICT has the potential to significantly enhance this aspect
of science teaching and learning. In Table 1, the left-hand
column shows the HSW section of the KS4 Programme of
Study and the right-hand column has some examples of
how ICT might support these processes and approaches.
There are explicit references to ICT in the programme
of study which are self explanatory e.g. collect data
from primary or secondary sources, including using
ICT sources and tools, but more fruitful opportunities
lie in the implied references to ICT such as looking for
patterns, trends and relationships in data using graphing
and analysis software tools.
pH
Time (mins)
Figure 1 The graph above show changes in pH as hydrochloric acid is run into a sodium hydroxide solution.
2 Gatsby Science Enhancement Programme
From sensors and data logging to display
Modern sensors and data logging equipment provide
useful tools for practical science. For example, data can
be collected:
• from very fast events
• over long periods of time
• in dangerous or hazardous situations remotely
• where there is a complex combination of variables
• where large amounts of data are needed.
Another aspect of sensor technology is that once data is
held in digital form it can be displayed in a much more
approachable way for students – often removing the
time delay involved in manual construction of graphs
or calculation of averages. This immediacy between the
observed physical phenomena and the data appearing in
graphical format on a screen can aid motivation, analysis
and understanding. Seeing a colour change in a simple
titration often generates a ‘wow’ in the classroom.
Simultaneously seeing the graph of light level against
pH as it makes its rapid switch will not only enthuse the
most reluctant of learners but also cement the ideas of
neutralisation that the experiment is seeking to explore.
Previous research has indicated that pupils can ‘switch off’
during manual collection of data, focusing on the collection
task itself and not what is happening in the experiment.

Table 1 KS4 Programme of Study and ICT.
Data, evidence, theories and explanations
Pupils should be taught:
• how scientific data can be collected and analysed
• how interpretation of data, using creative thought, provides
evidence to test ideas and develop theories
• how explanations of many phenomena can be developed
using scientific theories, models and ideas
• that there are some questions that science cannot currently
answer, and some that science cannot address.
Practical and enquiry skills
Pupils should be taught to:
• plan to test a scientific idea, answer a scientific question, or
solve a scientific problem
• collect data from primary or secondary sources, including
using ICT sources and tools
• work accurately and safely, individually and with others,
when collecting first-hand data
• evaluate methods of collection of data and consider their
validity and reliability as evidence.
Communication skills
Pupils should be taught to:
• recall, analyse, interpret, apply and question scientific
information or ideas
• use both qualitative and quantitative approaches
• present information, develop an argument and draw a
conclusion, using scientific, technical and mathematical
language, conventions and symbols and ICT tools.
Applications and implications of science
Pupils should be taught:
• about the use of contemporary scientific and technological
developments and their benefits, drawbacks and risks
• to consider how and why decisions about science and
technology are made, including those that raise ethical issues,
and about the social, economic and environmental effects of
such decisions
• how uncertainties in scientific knowledge and scientific
ideas change over time and about the role of the scientific
community in validating these changes.
ICT in Practical Science
ICT could be used to:
• illustrate the different data types – discrete,
continuous
• search for patterns in data and develop
hypotheses
• to link observations, patterns in data to scientific
phenomena and explanations.
ICT could be used to:
• collect, display data from experiments
• develop understanding of safe and controlled
methods of collecting first-hand data
• develop understanding of reliability and validity
of experimental data through consideration of
sample size, frequency, interval and duration of
data collection.
ICT could be used to:
• present, analyse and interpret experimental data
• support a range of quantitative and qualitative
approaches to data analysis such as identifying
trends, comparing changes, measuring rate of
change, gradient, etc.
ICT could be used to:
• illustrate how scientists collect and use data
• carry out surveys to find out the views of
different groups on controversial issues
• review historical theories to show how scientific
thinking progresses; peer review students own
emerging interpretations and understanding.
Gatsby Science Enhancement Programme 3
ICT in Practical Science

How accurate and precise? Using ICT to collect, display and analyse data can support
Will two temperature sensors display exactly the same both approaches; the approach selected will support the
value when placed in the same beaker of water? objectives of the particular lesson.
Discussing this apparently simple question with students
Why should we use ICT in practical work?
will raise a whole series of questions about accuracy
In addition to the points made above we believe that
and precision. The ability to display readings to several
there are other important reasons for using ICT in the
decimal places on screen does not mean that the sensor
teaching and learning of science:
is capable of resolving to that degree of precision.
Sensors normally indicate their range and resolution (for
• It motivates and engages students and teachers,
particularly when using open ended investigations.
example a typical temperature sensor would be -10 to
110 °C ± 0.1 °C). The readings in the example above
• It reflects the ‘real’ world of science where using ICT has
become a fundamental part of most scientific research.
will be similar but not necessarily exactly the same.
Teaching pupils about the accuracy and precision of
• It often reveals the unexpected; it is a creative approach
to learning and gives deeper understanding.
measurments is important within experimental design
and procedure. The use of ICT will provide opportunities Conclusion
to explore these issues. The activities in this guide have been designed with
several principles in mind:
From display to analysis
Planning for, and carrying out, data collection is just • ICT allows the collection of rich data within a short
the beginning of the enquiry process. Previous research time to allow students more opportunity for analysis,
suggests that interacting with data by asking questions, exploration and making sense of the underlying science.
exploring patterns and analysing trends is less well done • Most activities can be successfully carried out
in the classroom than the planning and observation with equipment from a variety of sources. (The
strands of the activity. Modern data capture software equipment used in the examples does not imply our
include analysis tools to encourage students to interact recommendation.)
with the data. It is this interaction with data that enables • We deliberately chose some activities that require no
students to: resources beyond a laptop computer with an internet
connection. Several of the programs used can be
• Link their science understanding to observed events
downloaded without charge and require nothing more
e.g. explaining the shape of a cooling curve using
than a webcam or microphone – both of which may be
collision theory.
integral with the laptop.
• Learn how different types of information can give them
answers to certain questions but not others. We hope you enjoy trying these activities in your
• Develop capability in using analysis techniques such classroom and find that they stimulate further ideas.
as rate of change, gradient and best fit lines e.g.
comparing rate of reaction at different temperatures
by measuring the gradients of transmitted light against
time in thiosulphate and acid reactions.
• Become increasingly confident at dealing with data –
to enable them to become data literate e.g. selecting
appropriate graphs and charts when dealing with
discrete and continuous data sets.
Teaching and learning models for scientific enquiry fall
into two categories:
• inductive enquiry – students collect data and from
their interaction with their findings, begin to generate
explanations
• deductive enquiry – a hypothesis or explanation is
generated, and students collect data to test whether the
explanation is sustainable.

4 Gatsby Science Enhancement Programme

 ICT in Practical Science

AUDIO
How do the speech patterns of two people compare?

fori robert/bigstockphoto.com
Using Audacity (free, open source software) to compare traces of pupils saying the word ‘PIG’.

Introduction Making sense of the data

Voice recognition software is increasingly being used both
to control computers and as security devices. It’s not just
in films where a person has to speak into a microphone
to get access to secret files! Even quite small microphones
attached to headphones are good enough to pick up your
voice clearly enough to let you ‘talk’ to your computer. But
how different are two people’s voices when they say just
one word, in this case the single syllable word ‘PIG’?
Outline method
This activity is relatively easy to carry out. It uses free open
source software, called Audacity, and a microphone. We
used a laptop with a built-in microphone. The sounds
were recorded and then displayed as a wave form on the
screen. Details about how to do this are provided with
Audacity or with any other suitable programs. A further
refinement was an analysis of the sound files which
produced a frequency plot of the data.
The traces show clear differences between the sound
files from the two volunteers. Discussion with a class led
to questions such as:
• What exactly are the differences shown, frequency or
amplitude?
• Will there be much difference if a female voice is
recorded?
• Why are there differences when saying the same
simple word?
• Will the trace vary much if the person says the word
several times?
• Will there be much difference if the speaker has a
very different accent?
Other suggestions for further work include:
• What patterns can be detected if all the pupils in the
class are recorded?
• Is it possible to use the traces to tell the differences
between male and female voices?
• Is it possible to use the traces to tell the difference
between old and young voices?

Gatsby Science Enhancement Programme 5

ICT in Practical Science

Combustion
How do the levels of carbon dioxide, oxygen and
humidity change during combustion in a confined space?

Introduction
Fire safety officers are at pains to point out that
most people do not burn to death or suffocate
from lack of oxygen in house fires – they die of
smoke inhalation. This smoke is very obvious in
some fires but can be almost invisible, though just
as deadly, in others. The photograph shows the
kind of safety equipment needed for a firefighter
to get safely into a building. Despite this, many
pupils, when faced with the classic ‘candle in
a beaker’ experiment will insist that the candle
goes out because it uses up all the oxygen in the
air in the beaker. The idea that it is absence of
oxygen that kills is not unreasonable but the use
of ICT equipment here allows the real situation to
be uncovered – and it is more complicated than
appears at first!

6 Gatsby Science Enhancement Programme


Heat Sink
Humidity and O2 Beakers to support
Sensors CO2 Sensor heat sink
Figure 1 Equipment set up to show arrangement of sensors.
Figure 2 Top view of experimental equipment.
Outline method
This investigation used gas sensors to monitor the levels
of carbon dioxide, oxygen and humidity in an enclosed
space during combustion. A pair of night light candles
provided a convenient fire while a glass fish tank
(40 cm x 20 cm x 20 cm) with a plastic lid acted as
the confined space. The tank is transparent so that the
pupils could see the experiment clearly. The Data Harvest
EasySense data logger and the three sensors fitted
neatly into the tank as seen in Figures 1 and 2. A tank
of this size requires at least two nightlight candles if the
experiment is to last a reasonable length of time.
A heat sink made from several small metal plates placed
on top of a couple of transparent beakers protected the
sensors and the top of the container.
The investigation lasted only a few minutes once the
equipment had been set up. The Data Harvest EasySense
data logger and sensors allowed us to display data from
the three sensors as it was being collected. All three
traces could be displayed in real time on the same screen
so pupils could watch the changes ‘live’. The recording of
data started just after the lid was fixed onto the fish tank
and stopped just after the candles went out.
The data from the sensors was processed and
displayed using the EasySense software provided
by Data Harvest although other programs (e.g.
ICT in Practical Science
Figure 3 Graph of humidity (red), oxygen (blue) and carbon dioxide
(green) levels against time.
Datalogging Insight from Logotron educational
software) would also have worked.
The software can only display one label and scale at a
time. Humidity is shown in the graphic here (Figure 3).
Despite this software limitation the graphs can still be used
in a semi-quantitative way (as one goes up the other goes
down) or just to show that oxygen never falls to zero.
Making sense of the data
The data display raised a number of questions for
discussion:
• Did the oxygen level drop to zero? If not, why did the
candle go out?
• Why were the carbon dioxide readings relatively
constant to begin with?
• Can you find any possible connections between
changes in the levels of gases in the fish tank? Can
you explain these connections?
• Why did the humidity change more rapidly at the
beginning of the trace? Does this always happen?
• Would the re-positioning of the sensors in the
container have any influence on the readings?
• What would happen if different hydrocarbons were
burnt instead of candle wax?
• What would happen with different sized containers?
• Would there be any differences if the number of
candles was changed? Or if a different fuel was used
(e.g. alcohol or wood)?
Suggestions for further investigations
Students could compare the composition of air in the
chamber to exhaled air – why do burning candles and
breathing humans have the same effect?
In burning buildings and aircraft people are told to
stay as close as possible to the floor ‘where there is more
oxygen’. Can students use the equipment provided to
test the idea that there are different levels of oxygen
lower down and higher up in the fish tank?
Gatsby Science Enhancement Programme 7
ICT in Practical Science

ELECTROSMOG
How is microwave radiation
distributed in urban areas?

Introduction
It seems like everyone has a mobile
phone nowadays – even Buddhist monks
in Lhasa, Tibet! But these phones require
signals to work at all times and there has
been some suggestion that these signals
could be dangerous. This investigation
uses an electric field strength logger
to measure the strength of microwave
radiation in an area and a combination
of GPS technology and Google Earth to
locate and display this data in a form that
pupils find appealing and accessible.

8 Gatsby Science Enhancement Programme

 ICT in Practical Science

Outline method Much useful discussion then followed with questions

A walking route through Sheffield was planned taking in
side streets as well as major roads and shopping areas. At
the start of the walk the GPS (Global Positioning System)
device was turned on to log position and the electric field
strength logger used to get a reading of field strength.
A photograph was taken to act as a reference
point. When the walk started, data was captured and
geotagged automatically by the equipment. During the
walk we kept watching the sensor to see if any ‘unusual’
peak readings occurred. If they did, we took a photo to
help in later analysis and discussion.
The data from the data logger could have been
processed in the normal way using programs like Datadisc
(www.datadisc.org.uk) or Datalogging Insight (Logotron
educational software) and electromagnetic field strength
plotted against time. However, this investigation used
JData3D software from Sciencescope to produce a file
that could be displayed by Google Earth. The eventual
result was an image of the walk with electric field
strength superimposed as a line graph (see Figure 1).
such as:
• Do all branches of that building society have such peak
readings?
• Do all building societies have such peak readings?
• Do banks have similar readings?
• Do other forms of security such as frames near store
doors create such peak readings?
• Are employees aware of the peak readings?
• What is regarded as a ‘safe’ reading?
Suggestions for further investigations
As well as investigating some of the questions posed
by the pupils above, you could also investigate whether
electrosmog varies much with time – maybe it decreases
greatly after office hours or over lunch.
A separate, but related investigation would be to use
electromagnetic field sensors to investigate leakage of
microwaves around a microwave oven.

Making sense of the data

The graphical display tends to stimulate lots of discussion
about what was producing the peak readings, particularly
the large readings near the City Hall. The pupils
remembered that we were right outside a building society
at the time and this made a number of them wonder if
the large readings were anything to do with the security
systems used in a building society.

Figure 2 A public telephone box. Another peak reading that prompted

lots of discussion was the one that occurred whilst passing a public BT
telephone box. A poster on the box indicated that Wi-Fi was available
at that site.

Figure 1 Using Google Earth to display microwave levels in Sheffield city centre.

Gatsby Science Enhancement Programme 9

ICT in Practical Science

EXERCISE
Does regular exercise over just a week produce a
measurable increase in grip strength?

Introduction
Many reports say children today are not getting enough
exercise. There is pressure to increase the amount of physical
activity children engage in – either through play or in
organized classes at school. But how often do people need
to exercise to notice any effect? This activity allows pupils
to collect data on the effect of training on performance. The
training to be assessed is a daily exercise squeezing a tennis
ball in one hand. The effect is tested using a forcemeter to
measure grip strength.

10 Gatsby Science Enhancement Programme


Exercise – squeezing a tennis ball Measuring grip strength
Figure 1 Strength training and grip strength.
Outline method
A volunteer measured the grip strength in their right and
left hand three times by squeezing the grip dynamometer
as hard as possible to get a peak reading and then
relaxing for a few seconds before repeating.
Their grip strength was measured every day for a week.
Over the same period, the volunteer carried out strength
training in one hand (their left hand) by squeezing a
tennis ball as hard as possible ten times for one ‘set’. The
sets were repeated three times a day.
Figure 2 Force exerted with each squeeze of the dynamometer.
The software recorded a single line graph for each day’s
results. The peaks show the maximum force exerted with
each squeeze of the dynamometer (Figure 2). The first
three peaks are those from the right hand, the last three
from the left hand. The total time for data collection
was about 40 seconds. The data was transferred into a
spreadsheet and the maximum value of each peak used
to calculate a mean value for each hand on each day. A
line graph was drawn for each hand against the date.
ICT in Practical Science
The graph below (Figure 3) shows the daily mean value
for the force produced by the right hand (blue line) and
left hand (red line). A trend line (black line) has been
added to each data set, and the equation for the trend
line is displayed on the graph.
Figure 3 Comparison of grip strength in the left and right hand.
Making sense of the data
This graph shows an increase in the force produced
by the left hand and a slight decrease for the right
hand. But is this sufficient evidence to support the idea
that daily exercise over five days produces a change in
muscle strength?
This investigation has produced a useful set of data for
considering the accuracy and precision of measurements,
and how to extract information from a data set. It is
traditional to repeat a measurement three times and
then calculate an average to improve the accuracy. Is
that justified in this case? A similar graph of the first
measurement only, rather than an average of three,
produces different results. Which result is most valid?
Is fatigue a factor in considering how many repetitions
should be used? For practical reasons the activity lasted
only five days. What would be the effect of doing the
investigation over more or fewer days? Was it necessary
to take readings every day?
There were many other ways of analysing the data
including using the original software to find mean,
median, mode and standard deviation for each peak.
Some of these would only be appropriate for more able
pupils and proved quite time-consuming.
The question of whether five days of exercise is sufficient
to produce a measurable change in strength remains
unanswered. This activity would be a good introduction for
pupils who wish to investigate this question further.
Suggestions for further investigations
A similar approach could be used with a number of
different sensors sold by data logging companies, for
example:
• changing heart rate with aerobic exercise
• changing peak flow or vital capacity using a
spirometer sensor.
Gatsby Science Enhancement Programme 11
ICT in Practical Science
HABITATS
Using GPS and Google Earth to plot variations, can
plant characteristics be explained by changes in light,
temperature and humidity?
Introduction
Adaptation is a difficult topic to teach as pupils are
frequently not familiar with the organisms or habitats
used as examples. This approach brings the study
of adaptation to the local area, and gives pupils the
opportunity to take a hands-on approach. Using ICT for
recording differences in organisms and for measuring,
recording and displaying data allows pupils to focus their
attention on patterns and explanations. Choosing a single
plant species to compare in two locations helps pupils to
recognise the impact of habitat on growth. This activity
a b
Figure 1 (a) Temperature, (b) light and (c) humidity at different points along the route, displayed using Google Earth.
12 Gatsby Science Enhancement Programme
© AVTG
investigated levels of temperature, light and humidity in a
semi-rural environment. The route took in a combination
of paths, fields, woods and a riverside walk.
The images (Figure 1) show the data collected, analysed
and presented on an aerial photograph of the area.
Absolute values are readily available using a different
software configuration. The key feature of this activity is
that the results are displayed as a graph superimposed
on an image of the location. This has great visual impact
for learners and enables a wider range of pupils to make
sense of the data.
c

Outline method
It is assumed that plants growing in the wood in low light
levels need to be adapted to maximise light absorption
but suffer less water stress than plants growing in an
open field. They would probably have a thinner cuticle
on the upper surface of the leaf to increase the amount
of light that can penetrate the leaf. Water loss through
transpiration would be less of a problem than for a plant
with greater exposure to the Sun and stronger breezes.
The sensing equipment was used to identify the
temperature, light level and humidity of different points
along a route. The sensors were connected to a logger,
which recorded data whilst we walked along a footpath
that passed through a field to a river bank before
heading back to the top of a hill through an area of
dense beech wood. A GPS device was used to record
location data at the same time, and several photographs
were taken at key points along the route for reference.
The location-based data logging software (JData3D,
from Sciencescope) blended data from the sensor, the
GPS unit and the camera, converting it into a file that
opens in Google Earth (see Figure 1).
Making sense of the data
Changes in temperature, levels of light and humidity
are shown as line graphs displayed on a map (Figure 1).
Beech in wood
Table 1 Differences in beech trees in woodland and field settings.
ICT in Practical Science
They are shown as three separate maps here for clarity,
although the graphs can also be shown combined onto
one landscape. The photographs taken during data
collection may be opened by clicking links on the graphs
within Google Earth.
The maps revealed significant differences in environmental
conditions between the beech wood (furthest away in the
upper part of the image) and the field (in the foreground
in the lower part of the image). The wood was cooler,
darker and more humid than the field.
Following analysis of the physical data, two beech
plants from contrasting areas within the sample
site were investigated to identify adaptations to
their microhabitat. Photographs in Table 1 show the
observed differences.
Suggestions for further investigations
A similar approach could be used for studying the
distribution and adaptations of different species.
Would invertebrates in the leaf litter in each site show
similar variation in their adaptations?
A similar approach could be used to investigate rocky
shore lines, fresh water habitats along a length of river
or comparison of different aquatic environments, using
sensors such as flow rate, turbidity, dissolved oxygen,
conductivity and pH.
Beech in field Notes
The beech in the field had more wood in
the trunk and branches.
Leaves in the wood grew close together on
thin stems.
Using a microscope the top surface of
the woodland leaf is seen to be downy,
whilst the field leaf has a shiny appearance
suggesting a thicker layer of wax in the
cuticle.
Gatsby Science Enhancement Programme 13
ICT in Practical Science

Indicators
What is the pH value when colour changes
take place in home-made indicators?

Introduction
pH indicators change colour in solutions
with different pH values. Students may
see indicators with a colour change
occurring at pH 7. But are the changes
always at pH 7 (the value for pure water)
or at another value? How close to pH 7
does the colour start to change and do
some indicators change colour at other
values? Using a video camera and a pH
sensor we could investigate these issues
and come up with a set of results for a
range of home-made indicators.

Outline method
Samples of indicator were made by simmering samples
of plant material in distilled water for about five minutes
and filtering the resultant mixture to give a clear liquid.
The potential indicator materials were: beetroot, red
cabbage, turmeric, onion skins and spinach.
These indicators were tested with 0.1 mol dm-3
hydrochloric acid and 0.1 mol dm-3 sodium hydroxide
solution. The resulting colours are shown in Figure 2.
Franz Pfluegl/bigstockphoto.com
25 cm3 of 0.1 mol dm-3 hydrochloric acid was placed
in a small beaker. A few drops of the relevant indicator
was added. The equipment was then set up as in
Figure 1 with a piece of white paper behind the beaker
to improve the quality of the image recorded by the
video camera. The video camera was switched on, the
pH sensor lowered into the acid and the tap on the
burette opened. The experiment finished when the
indicator had changed colour.

Webcam

pH Sensor

Figure 1 The set up of sensor, webcam and pH Indicator. Figure 2 Indicators in acid or alkaline conditions.

14 Gatsby Science Enhancement Programme

 ICT in Practical Science

To synchronise the video with the pH data logging ‘time

zero’ was defined as the point at which the pH sensor
was placed into the acid. This event was clearly visible
on the video recording. This synchronisation method is
accurate enough for this investigation.
Making sense of the data

pH change as 0.1 M alkali is added to 0.1 M acid.

Figure 5 Graphs of the R, G and B values of colour as the pH of the

solution changes using turmeric as an indicator.
Figure 3 A graph of pH change using tumeric as the indicator
It can be seen from the graph that the pH change started to take place
at about 26 seconds after the pH sensor had been placed into the acid.

Analysing the video

A. Simple method
Open up the video file in Windows Media Player or
QuickTime.
Use the video player controls to move the video clip to
the frame that shows the pH sensor entering the surface
of the acid.
Note the time showing.
Move the video on to show that the colour change starts
taking place about 26 seconds after this.
B. More sophisticated method using the Tracker software
The Tracker video analysis and modeling tool (free, open
source software) can be set to track an RGB region and
so used to analyse the video clip of the colour changing
in a pH indicator (see Figures 4, 5 and 6).
Figure 6 Graphs of the RGB values of colour as the pH of the solution
changes using spinach as an indicator.

Suggestions for further investigations

Teachers may decide to follow up on any questions raised
by the pupils or any of the following:
• What would happen if we used other ‘home-made’
indicators?
• What would happen if we used universal indicator?
• What are the chemical pigments that react to acid/alkali?
• Do the pigments in beetroot and red cabbage give the
Figure 4 The Tracker software showing the video of colour change, the same results when analysed by the Tracker software?
graph of change of luma (brightness) and the table showing the Red(R),
Green(G) and Blue(B) elements of the colour as well as luma.

Gatsby Science Enhancement Programme 15

ICT in Practical Science

Parachutes
How does the size of a parachute
affect the speed of descent?

Introduction
Parachutes used to be about just getting safely to the
ground without having to land the plane. Nowadays,
parachuting is a sport in its own right and many people pay
large amounts of money to go up in a plane specifically to
jump out and take as long as possible to reach the ground
again – showing off and doing tricks all the way!
In this investigation pupils analyse motion using the
Tracker video analysis and modelling software, to help
them to understand distance, velocity and acceleration
and how these can be represented graphically.

16 Gatsby Science Enhancement Programme


Figure 1 Setting the axes on the video using the Tracker software.
Figure 2 Tracking the moving object by stepping from one frame to the next.
Figure 3 Using the Tracker software to plot the movement on graphs.
ICT in Practical Science
Outline method
A metre rule was supported against a dark
background so as to be clearly visible in the recorded
video (see Figure 1). The ruler provided a reference
length for use in the analysis. The area was brightly
lit – an OHP was used to do this. The falling object
was recorded by a digital video camera. To achieve
terminal velocity a low mass object, in this case a
piece of filter paper folded into a conical shape,
was used. Bun cases would work as well. The white
paper also provided a high contrast against the dark
background. This helps in later video analysis.
The digital video was transferred to a computer
and then loaded into the Tracker software (free, open
source, video analysis and modeling tool for physics
education). Full instructions to show how to analyse
the video is given in the Tracker help file but the basic
processes are:
Choose the portion of the video to be analysed.
Calibrate the video scale (using the metre rule as a
reference).
Set the axes on the video.
Track the moving object by moving from one frame to
the next.
Use the software to plot the movement on graphs.
Making sense of the data
Most examination board specifications require pupils
to have an understanding of the concepts of terminal
velocity, velocity and acceleration. This investigation
allows pupils to methodically analyse the movement of
falling objects and to internalise the concepts.
Suggestions for further investigations
Once students are familiar with the terms terminal
velocity, velocity and acceleration, a number of more
interesting questions can be investigated with the
equipment given. Certainly the effect of different sized
parachutes now becomes an easy task as does changing
the mass of load carried by the parachute. Other
questions include:
• What happens if the ‘parachute’ has a different
shape?
• What happens if the falling object has holes in it?
• What happens if the object falls in a ‘wind’?
This software can also be used to analyse other moving
situations, for example moving sports objects (balls,
javelins, etc.) or moving cars on a nearby road?
Gatsby Science Enhancement Programme 17
ICT in Practical Science

Photosynthesis
A simple, quick and reliable method to demonstrate the absorption of
carbon dioxide and the excretion of oxygen during photosynthesis.
It can be used with a wide range of pupils from ages 11–19.

Figure 1 The lake in New York’s Central Park.

Introduction and reliably with modern sensors. Figure 2 on the next

The green mats piled up on the side of the lake in New
York’s Central Park (Figure 1) are actually living things.
They are masses of green algae that have grown rapidly
(sometimes in a matter of days when the conditions are
right) and must be removed or they will clog up the water
and everything in it will die. This is photosynthesis at its
most rapid, though students usually come across it as a
much slower process. It has a reputation of being difficult
to teach and boring on occasions. It is a complex process
not easily understood but is crucial to the production of
food and recycling of oxygen and carbon dioxide. Some
of the problems relating to the teaching of photosynthesis
are due to practical work being perceived as unreliable
and time-consuming. This activity demonstrates that
useful data on photosynthesis can be obtained quickly
page shows a small potted plant inside a transparent
plastic container with a light sensor on top. An oxygen
sensor and a carbon dioxide sensor are monitoring the
composition of the air in the container.
It is possible to get significant changes in carbon
dioxide levels inside a small container with a single
leaf that has been removed from a plant providing it
is sufficiently well illuminated. A more complex set-up
is needed if reductions in carbon dioxide levels are to
be related to changes in oxygen levels. We found that
a larger container was necessary, and that more plant
material was needed to produce a significant percentage
change in gas concentration within a reasonable time.
This was because we used quite large sensors. Other
manufacturers produce more compact sensors and would

18 Gatsby Science Enhancement Programme


Figure 2 Experiment monitoring the composition of air in a container housing a small potted plant.
allow a smaller container to be used, hence producing
results more quickly. In all cases we thought it important
that the investigation should take no longer than fifteen
minutes. Rapid results allow pupils to raise questions and
to investigate changing variables within a lesson, which is
one of the main benefits of using this approach.
Outline method
A single leaf and a carbon dioxide sensor were placed
inside a 250 cm3 container. When the apparatus was left
on a window ledge for only ten minutes a significant
reduction in carbon dioxide level was recorded. Blocking
the light from the apparatus caused the carbon dioxide
level to rise once more.
To monitor both carbon dioxide and oxygen
concentrations simultaneously a larger container with
more plant material was used.
The data eventually was presented as three separate
graphs to enable each graph to be scaled separately.
Some pupils will need help to understand the scaling
and units used.
ICT in Practical Science
Making sense of the data
The first experiment shows a clear link between carbon
dioxide levels and illumination. The second, more
sophisticated, investigation shows the link between
these and oxygen concentration. However, to move from
an apparent causal relationship to a fully-fledged causal
relationship tying all three factors together requires
ideas about photosynthesis. This is an excellent example
of how theoretical considerations can help to interpret
observed data rather than observed data leading
automatically to new theory.
Suggestions for other investigations
This technique can be used to investigate a variety
of aspects of photosynthesis including; the effect of
illumination level; the colour of the light; and whether
two different species of plants of the same mass have
the same photosynthetic rate in the same conditions.
The latter investigation could be further extended by
looking at two plants of the same species one of which
had been grown in low light conditions and the other
had grown in high light levels.
Gatsby Science Enhancement Programme 19
ICT in Practical Science

Pollution
Bangkok, like so many South
East Asian cities is well-
supplied with traffic of every
sort – cars, lorries, buses,
motorbikes, scooters and even
the occasional tractor! These
all produce pollution and give
the city a smell of diesel and
smoke all day and night.

Franz Pfluegl/bigstockphoto.com

Figure 1 A traffic jam in Bangkok, Thailand.

Introduction Outline method

Carbon monoxide is a serious pollutant in urban areas.
It attacks haemoglobin in the red blood cells reducing
its ability to transport oxygen. This strains the heart
and circulatory system and is particularly dangerous
for pregnant women as it can reduce the oxygen
supply of the fetus significantly. The main source of
carbon monoxide is from motor vehicles. This activity
investigated levels of carbon monoxide in a city centre.
The results are displayed as a graph superimposed on
a map of the location. This has great visual impact for
learners and may enable a wider range of pupils to make
sense of the data.
Since motor vehicles are the major source of carbon
monoxide pollution it was suggested that levels of the
gas would be highest in high-traffic areas and lowest in
pedestrian areas.
To test this idea a route was planned from the outskirts
of the city to the city centre taking in a combination of
streets, roads and pedestrian-only walkways. The GPS
unit was turned on at the station to save a new track
log that would record locations throughout the walk. A
photograph was also taken to act as a point of reference.
The carbon monoxide sensor was attached to a data
logger. Once the walk started recording GPS data and

20 Gatsby Science Enhancement Programme


sensed data it needed no further input and was within the
capabilities of all pupils. We did stop at a number of points
of interest to take a photograph of the surroundings.
On returning to school, the data was downloaded to a
computer, including the images from the digital camera.
The location-based logging software (JData3D, from
Sciencescope) takes care of blending data from the sensor,
the GPS unit and the camera, converting it into a file that
opens in Google Earth (see Figure 2). Changes in levels of
carbon monoxide are shown as a line graph displayed on a
map with calibration lines to indicate actual levels. Clicking
on photo balloons showed where the data was collected
and data values at that point.
Making sense of the data
The data did not support the original idea. This may be
due to wind currents flushing away carbon monoxide
from the more open areas around major roads. The
buildings in built-up areas may allow the gas to
accumulate. There might also be a time effect – are the
levels different during the morning rush hour compared
with the middle of the night?
It would be possible to discuss with students the
differences in levels between these areas – are they
significant even if the level remains below harmful levels?
USA regulations require long term exposure in workplaces
Figure 2 Data collected and then visualised within Google Earth.
ICT in Practical Science
to be below 50 ppm – if levels in urban areas never rise
above this level the effect of the gas may be negligible
compared with other hazards of vehicular transport:
• small particulate materials (associated with asthma)
• traffic accidents (the third highest cause of death and
disabilities globally in 2003 according to the UN).
The activity is a great way to introduce pupils to the
benefits and costs of technology to society and the
problems of designing city centres to be healthy places to
work in or visit.
Suggestions for further investigations
A similar approach could be used with a number of
different sensors, for example:
• sound sensor to monitor noise pollution
• sulfur dioxide sensor to investigate smoke pollution
• conductivity sensor to measure the salinity of fresh
water environments
• pH and dissolved ion sensors to investigate water
pollution
• oxygen sensors to investigate biological pollution of
waterways.
It should be noted that taking groups of students out into
the field involves some risks and a proper risk assessment
should be completed before the exercise.
Gatsby Science Enhancement Programme 21
ICT in Practical Science
Rockets
Investigating the trajectory of a toy rocket.
Introduction
Every weekend in the summer groups of amateur rocket
enthusiasts meet to launch their rockets. Many have been
modified slightly to give greater height or range. Are these
rocket hobbyists the space technologists of the future?
We wanted to be able to investigate how a toy rocket
travels and be able to track how the height reached and
horizontal distance travelled varies as we changed its
angle of launch and the energy of release.
22 Gatsby Science Enhancement Programme
Outline method
A rocket logger, made by Sciencescope, was attached to
an Air Burst rocket launcher. The rocket logger tracks the
position, altitude, direction and velocity of the rocket.
The rocket launcher was set up so that it launched the
rocket in a safe direction. Pupils should stand behind the
launcher at all times and never where the rocket could
hit them.
When the Air Burst launcher assembly was ready, a
foot pump was used to ‘fuel’ the rocket. The rocket

automatically launches when the air pressure is high
enough to rupture the membrane(s). The launcher can
be set up with thin membranes (called Photon
Boosters – Thrust Level 1) or thicker membranes (Bozon
Boosters – Thrust Level 2). By choosing a combination of
these membranes the power of the launch can be changed.
The angle of launch was measured and the direction of
flight was measured as a bearing taken from north.
The rocket logger was attached to the computer via the
USB cable and the data from the sensor was transferred
into the Sciencescope Rocket Logger software. This then
created a file that could be read by Google Earth (see
Figures 1 and 2).
Figure 1 A single rocket track shown on Google Earth.
Figure 2 Comparing three different trajectories on Google Earth.
ICT in Practical Science
Image taken from http://www.sciencescope.co.uk/rocketlogger.htm
Figure 3 The Sciencescope Rocket Logger.
Making sense of the data
Groups of pupils were supplied with a copy of the file
created by the Sciencescope Rocket Logger software
and encouraged to discuss what they were seeing. They
were asked to interact with Google Earth to ‘zoom’ into
and ‘fly’ around the traces. The pupils were particularly
interested in comparing the trajectories of the three
different angles of launch. Pupils really enjoyed being
able to use the Google Earth controls to interact with
the data.
There was much discussion between the pupils about
the effect of the angle of launch on the height reached
and the horizontal distance.
Most examination board specifications require pupils
to understand concepts such as velocity, acceleration
and falling bodies and this activity is a different way to
investigate them.
Suggestions for further investigations
Teachers may decide to investigate a variety of
questions, for example:
• What would happen if the rocket was launched with a
higher initial air pressure?
• What would happen if a parachute is added to the
rocket to slow the decent?
• What would happen if the Rocket Logger sensor was
attached to a firework rocket?
Gatsby Science Enhancement Programme 23
ICT in Practical Science

Trainers
Does footwear really make a difference
to the acceleration of runners?

24 Gatsby Science Enhancement Programme


Introduction
Webcams offer a cheap and simple solution to recording
movement for analysis in science lessons. Most webcams
are supplied with their own software, but in this activity
we used free video recording software downloaded from
the internet which offered increased functionality. We also
used free, open source, video analysis software (Tracker)
which pupils can use to help them learn about motion,
acceleration and friction. The context we chose was to
look at the effect of different types of footwear on the
acceleration of a sprinter.
Figure 1 The Tracker software.
We recorded short video sequences of someone sprinting
in a gym. The sequences covered their initial burst when
wearing trainers, just socks, or bare feet. The motion in the
video was then analysed, and we were able to see how
the acceleration changed over the period of each stride.
By calculating the maximum acceleration in each case, we
were able to see the effect of footwear on performance.
Outline method
The webcam was set up at floor level to record the
movement of the volunteer as they sprinted for
10 metres. A trial run was needed to make sure the
volunteer did not ‘run out of frame’.
When the recording was started the volunteer sprinter
wearing trainers was given the signal to set off. The
recording was stopped as soon as possible after the
run was completed. This process was repeated with the
volunteer wearing only socks and then again in bare feet.
A crash mat at the end of the sprint run would be needed
to avoid hitting a wall if using a small space. The three
video clips were saved for later analysis in the laboratory.
The video clips were played back in Tracker. The first
step was to calibrate the images using the ‘tape measure’
tool to indicate a known distance on the video. The
movement was tracked by placing the cursor over the
position of the same body part in each frame of the
ICT in Practical Science
video (to produce a ‘point mass’ track). We chose to use
the head as it was distinct, even when the video image
was blurred. Very different results would be found if the
position of a foot or hand were chosen. The ‘clip settings’
tool can be used to select the most useful part of the
clip for tracking, to save time. On completion, the data is
displayed in a table of time, X position and Y position. To
obtain velocity and acceleration data click the data label
at the top of the table to select additional data columns.
A similar process can be used to alter the graph display.
The axes tool was used to set the graph origin on the
track position in the first frame.
Making sense of the data
In the example shown in Figure 1, the graphs in Tracker
display the position and the acceleration of the sprinter’s
head over time. The acceleration graph shows the
change in acceleration throughout the stride, and how
acceleration falls to zero at some point in each stride.
The maximum acceleration for each type of footwear
can either be read from the graph or from the last
column of the data table. We found that the maximum
acceleration when wearing trainers was about 15 m/s2,
8 m/s2 when wearing only socks and 10 m/s2 in bare feet.
The maximum force that can be exerted on the surface
depends on the friction. Less friction means that the
acceleration that can be achieved by the sprinter is
reduced. By changing both the material in the sole of
running shoes and the surface of running tracks, it
has been possible to increase the chances of athletes
producing new world records for sprinting.
Shoes designed for road running often have cushioning
material in the sole, which reduces the chance of injury
but also reduces acceleration. Fast acceleration is rarely
needed in road running events.
Suggestions for further investigations
Pupils can use the analysis software on any compatible
video clip to compare the acceleration (rather than top
speed) of different animals, and even compare this with
the acceleration of a space shuttle being launched.
Using this technique it was possible to identify changes
in acceleration at different points in each stride – the
technique could be extended for use when coaching
athletes, or to compare the friction qualities of different
shoe soles.
Gatsby Science Enhancement Programme 25
ICT in Practical Science
Tropism
Analysing plant growth responses
using video and analysis software.
Figure 1 Taprom Temple in Cambodia.
Introduction
Plants respond to changes in their environment in a
number of ways. The photograph of Taprom Temple in
Cambodia (Figure 1) shows one response – the growth
downwards of roots towards a supply of water. This is
called positive geotropism (growth towards the centre of
the Earth).
Roots are also positively hydrotropic – they grow
towards water. Phototropism is the growth of a part of
a plant towards or away from light. Shoots are positively
phototropic (they grow towards light) while roots are
negatively phototropic (they grow away from light).
Video cameras and webcams can be configured to
record in time-lapse mode, creating short video clips over
long time periods. This is ideal for analysing growth and
movement of plants. Using this it is possible to separate
growth responses towards light (positive phototropism)
in seedlings from other movements that the plant makes
in the dark. It can open up debates on the meaning of
scientific terms like ‘growth’ and ‘movement’. It can also be
used to calculate the speed of movement of a plant, and
to see that this can be remarkably uniform in a wide range
of different growing conditions. The technique offers many
opportunities for open-ended investigations by pupils.
26 Gatsby Science Enhancement Programme
Outline method
Mustard seeds were grown on damp kitchen towel in
the lid of a margarine tub, which allowed the camera
to be set very close to the seedlings. Previously the
seedlings had been placed in an opaque container to
cause them to bend towards the light. The camera was
placed horizontally at the side of the seedlings and the
software configured to time-lapse recording, with one
image every ten minutes for three hours. The recording
was started immediately after the seedlings were taken
out of the box and positioned so that they were initially
pointing away from the light source.
The second activity used a broad bean seedling. It took
ten days to germinate and a further seven days to reach a
suitable size for recording growth and movement. It was
planted in a container of compost and kept on a window
sill in full sunlight. The camera was positioned vertically
above the plant and focused on the top (terminal) bud.
The software was configured to record one frame every
ten minutes for three hours. This was repeated using
the same plant a few hours later when it was dark. To
illuminate the plant for video recording, some small LEDs
were used and arranged around the lens to avoid any
phototropic response in the plant.

The video clips were played back at 2000x to show
Sounds
speeded up movement. One point on the plant was
then identified and marked as the comparison point. The
cursor was placed on this point in each frame to produce
How do the speech patterns of two people compare?
a movement track. The length of a leaf was used for
calibration, and the graph origin was set to the tracking
point in the first video frame. This resulted in a graph
of position against time in two dimensions – X and Y.
For this investigation the movement of the plant in the
X dimension was ignored. (Illuminating the plant in a
different direction may result in X axis movement being
more relevant than Y axis movement.)
Figure 2 Mustard seeds recorded from the side.
Figure 3 Broad bean seedling: Light (illumination from left of the screen).
Figure 4 Broad bean seedling: Dark (low light illumination from above).
ICT in Practical Science
The rate of change as shown by the gradient of the
graph (Figures 3 and 4) was 2.22 mm/h in the light and
1.25 mm/h in the dark.
Making sense of the data
The interpretation of X and Y position against time is
not intuitive for many pupils. Asking them to represent a
circular motion over time as an XY-time graph will help
them to interpret the graph obtained in this investigation.
It is not necessary for them to be able to interpret
XY-time graphs if they only want to calculate the speed
of movement. Highlight a portion of the graph which
appears to be a straight line, and the gradient tool will
calculate speed for that portion of the graph. If you
calibrated the frame using a millimetre scale, the speed
of movement will be presented as a figure in mm/s.
Multiplying this result by 3600 gives a speed in mm/h
and may be easier for pupils to interpret.
By comparing motion in the dark with that in the light
it was possible to identify the effect of phototropism,
and also to see that bean plants continue to move in
very low levels of light (Figures 2 to 4).
Suggestions for further investigations
This activity could be extended to compare movement rates
in different light intensities, different light wavelengths,
temperatures, or using different plant varieties.
Using the techniques described here, a wide range
of open-ended investigations could be carried out into
plant movements – the strength, direction and nature
of the stimulus for instance or the direction, speed and
conditions needed for the response. In the mustard
seedling phototropism investigation described above there
was a time lag of about fifteen minutes before there was
a significant response to the change in light direction.
Pupils could investigate the effect of different factors
on this time lag in the time available in a typical science
lesson, such as investigating which parts of the plant
detect the stimulus.
Again this investigation raises many opportunities for
open ended investigations, and raises the question: is
some of this movement due to growth? A biologist would
have very different meanings for the words ‘movement’
and ‘growth’. This sort of investigation may help pupils to
develop similar understandings.
Gatsby Science Enhancement Programme 27
ICT in Practical Science

REFERENCES AND FURTHER READING

Websites
SEP (www.sep.org.uk)
For additional resources visit the ‘ICT in practical science: new approaches to data collection and analysis’ page on the
SEP website. You can download the PDF file of this booklet and find links to resources used within this booklet.
Some particularly relevant websites for the software used within this booklet are listed below:
Audacity (http://audacity.sourceforge.net) Free, open source software.
Google Earth (http://earth.google.com)
JData3D (www.sciencescope.co.uk)
Rocket Logger (www.sciencescope.co.uk)
Tracker video analysis and modelling tool (www.compadre.org/osp) Free, open source software.

Commercial organisations
The equipment used within this booklet was supplied from the following companies (other sources are available):
Data Harvest Educational (www.dataharvest.co.uk) EasySense data loggers and sensors.
Instruments Direct (www.inds.co.uk) Suppliers of Vernier Logger Pro and other instruments.
Sciencescope (www.sciencescope.co.uk) Data logging and analysis materials.
XLlogger (www.xllogger.com) Excel-based data logging with USB sensors.

Supporting materials
Data Harvest Educational (www.dataharvest.co.uk)
Teaching materials including activities designed around the EasySense data loggers and sensors, including PDFs,
webpages and videos.
Data Logging in Practice
Frost R (1999) Publisher: IT in Science (ISBN 0 9520257 4 4)
Ideas, experiments and tips on using data loggers and sensors in the classroom.
Datalogging Insight: Teaching and Learning Guide (www.logotron.co.uk)
Rogers L and Frost R Publisher: Logotron
A guide to the ‘whys’ and ‘hows’ of data logging. A useful tutorial guide to data logging.
Sciencescope (www.sciencescope.co.uk)
This site includes links to a range of investigations which can be carried out using sensing and data logging equipment.
Vernier Lab Books (www.vernier.com)
A set of books integrating data-collection technology with teaching activities.

SOURCES
The following photographs have been reproduced from BigStockPhoto.com: microphone on page 5 (© Fori Robert);
test tubes on page 14 (© Franz Pfluegl); traffic jam in Bangkok on page 20 (© Franz Pfluegl). Photographs reproduced
from other sources include: fire fighter on page 6 from stock.xchng (© Carl Dwyer); monk on page 8 (© Gareth Price);
jungle gym from Morguefile; forest and Sun on page 12 from iStockphoto.com (© AVTG); parachutes on page 16 from
Morguefile; the lake in New York’s Central Park on page 18 (© Gareth Price); Sciencescope Rocket Logger from
www.sciencescope.com; athlete on page 22 from Loughborough University - Sports Technology Institute, research with
UK Sport and New Balance (© Hollis Photography); Taprom Temple in Cambodia on page 26 (© Gareth Price).

28 Gatsby Science Enhancement Programme

You can download the written materials in this booklet, and find further
information from: Science Enhancement Programme www.sep.org.uk

The Science Enhancement Programme (SEP) is part of Gatsby Technical Education Projects.
It undertakes a range of activities concerned with the development of curriculum resources
and with teacher education.

Gatsby Science Enhancement Programme

Middlesex University
S37 Stable Yard
-Vˆi˜ViÊ ˜ >˜Vi“i˜ÌÊ*Àœ}À>““i
Bramley Road
London N14 4YZ
Email: info@sep.org.uk
Web: www.sep.org.uk

The Gatsby Science Enhancement Programme has supported

the Centre for Science Education at Sheffield Hallam
University in the production of this publication.

You can order SEP publications and a range of practical resources from
Middlesex University Teaching Resources.

Teaching Resources
Middlesex University
Unit 10, The IO Centre
Lea Road, Waltham Cross
Hertfordshire EN9 1AS
Tel: 01992 716052
Fax: 01992 719474
Email: sales@muventures.co.uk
Web: www.mutr.co.uk

www.sep.org.uk
Produced using PEFC guaranteed paper. Printed with vegetable based inks.
Published by the Science Enhancement Programme
Designed and Produced by: Pluma Design Ltd.