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Proposal
for implementation of ‘Datalogging at
Keystage 3’ project |
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School: Ivanhoe College |
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Fellow: Beverley Ashe |
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Email: bev_ashe@hotmail.com |
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Timescale: |
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Our students are with us for three academic
years (Years 7,8 and 9). In order to give
maximum enhancement to our Year 9 students
I propose to establish the datalogging on
a termly basis. This will begin with Year
9, and then trickle through to the two other
year groups. |
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Milestones: |
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Term 1 – September –
December 2003 |
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By half term: |
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Visit Upper School to
establish in more detail the datalogging
work carried out by their year 10 and
11 students. This will ensure a complementary
system in the two schools, instead of
an overlapping one that could lead students
to feel work is being repeated, rather
than progress being made. |
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Establish the differentiation in the
work at the Upper School to ensure smooth
transition for all abilities. What is
‘assumed knowledge’, and
how can we contribute meaningfully to
the pre GCSE preparation. |
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Identify key areas for datalogging
in the QCA schemes for Science and for
ICT. Liaise with ICT co-ordinator to
ensure that all aspects of Science and
ICT curricula are complementary. |
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After half term: |
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Pilot datalogging
in all three science areas in Year 9,
allowing time for staff training and
familiarisation at the earliest opportunity.
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Develop curriculum materials to support
the datalogging being carried out, using
pilot work to review and modify curriculum
materials as appropriate. |
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Success Criteria: |
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Improved understanding
of the importance of datalogging at
Keystage 4 and an improved progression
for our students. |
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A clearer view of the
terminology and vocabulary needed by
our students to access datalogging at
the higher levels required for Keystage
4. |
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Preparation of updated
experiments in all three science areas. |
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Year 9 curriculum developed and reviewed.
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Term 2 – January – April
2004: |
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By half term: |
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Start
integration of Year 9 datalogging into
the curriculum. |
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Staff training to
enable staff to deliver the Year 9 datalogging.
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Regular monitoring through weekly
staff meetings to evaluate materials
developed and to review materials where
necessary. |
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By end of term: |
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Assessment
of datalogging requirements of Year
8 curriculum. Piloting of experiments
and curriculum materials to support
Year 8 students at all levels. |
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Continued staff training
as new sensors are introduced. |
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Continued monitoring
and evaluation of Year 9 datalogging. |
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Success Criteria: |
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Year 9 curriculum enhanced
by addition of datalogging. |
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Year 8 curriculum
development and piloting in progress.
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Staff confidence increased,
as staff become more familiar with new
equipment. |
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Term 3– May – July 2004: |
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By half term: |
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Continued
introduction of datalogging for Year
9. |
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Begin introduction
of datalogging into Year 8 curriculum.
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Continued staff training as necessary.
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After half term: |
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Begin
development of Year 7 datalogging curriculum,
with a view to beginning introduction
of this into Year 7 lessons in September
2004. |
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Piloting of Year 7
datalogging curriculum, with reference
to Unit 7 ‘Measuring Physical
Data’. Continued Liaison with
the ICT co-ordinator. |
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Continued monitoring,
evaluation and review of the Year 8
and 9 datalogging. |
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Liaison with the Upper
school to familiarise them with our
improved datalogging curriculum. |
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Liaison with Humanities
Department to identify areas for future
development. |
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Success Criteria: |
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Datalogging developed
for all three year groups, with curriculum
material available to support this.
September 2004 to be start date for
full programme. |
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Complementary schemes
of work for ICT and Science in place.
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Staff familiar with
all the aspects of datalogging that
they are required to teach and are confident
in its delivery. |
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Upper School staff
aware of the levels at which our students
are working to ensure smooth transition
in this area at Keystage 4. |
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Areas for further
development identified with Humanities
Department. |
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Datalogging at Key Stage 3 - The
Solar System |
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The Problem |
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The standard light sensors supplied for
use with the Logit Datameter are around 4-5
cms long. This presents directional problems
when using a model globe and a light source
to demonstrate comparative light levels in
different locations, as the sensors cannot
easily be attached to the surface of the globe,
and perpendicularity cannot be guaranteed. |
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Design Brief |
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To design a remote light sensor that can
be attached to the surface of a model globe
and can easily interface with the Logit Datameter
thereby providing accurate and repeatable
results. |
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Realisation |
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Griffin and George supply designer sensors
compatible with the Logit Datameter. For use
in this design solution, the analogue designer
sensor was appropriate as standard light sensors
work by varying resistance in proportion to
light levels, so therefore give an analogue
output. The light sensor chosen was the standard
ORP12, as its dimensions are suitable for
the purpose. The power source was two 1.5V
AA cells, giving an operating voltage of 3
volts. Also incorporated into the design was
a 120 Ohm resistor as a current limiter to
protect both the sensor and the Datameter,
and a diode to protect against reverse polarity. |
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Circuit diagram |
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Using two sensors to obtain comparative
readings |
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It is not possible to power both sensors
from the same power source as this causes
interference which adversely affects the readings
on the datameter, but it is possible to connect
both circuits in parallel to the same switch.
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Circuit diagram |
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The most convenient positioning for the
120Ohm resistor is to be soldered across the
contacts of the phono plug supplied with the
analogue designer sensor. |
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The circuitry and the power sources can
be housed in a plastic or a die cast box,
with a hole drilled in the front for the on/off
switch and smaller holes in one side for the
flying leads to the sensors, and on the other
for the wiring to the designer sensors. The
light sensors can be soldered to a small piece
of Vero board, and attached to the globe using
Blu-tac. |
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Component List |
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| Designer sensor
pack x 2 |
Griffin & George CRD-139-610X
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£19.90 |
| LDR x 2 |
Rapid Electronics
58-0132 |
£0.85 |
| DPDT switch |
Rapid Electronics 75-0140 |
£0.60 |
| 120 Ohm resistor |
Rapid Electronics 64-0048 |
£0.70 |
| Battery holder
x 2 |
Rapid Electronics 18-0122 |
£0.18 |
| AA battery
x 4 |
Rapid Electronics 18-1030 |
£0.24 |
| Diode x 2 |
Rapid Electronics 47-3130 |
£0.04 |
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Evaluation |
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This design has been used to reliably and
repeatably deliver the datalogging demonstrations
highlighted in the Gatsby Teacher Fellowships
Autumn 2004 Newsletter. |
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