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To
develop a series of investigations which use
datalogging to help students
understand the concepts illustrated |
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School: Plymouth High
School for Girls |
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Fellow: Sue Kendall |
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Email: sbkendall@plymouthgirls.plymouth.sch.uk |
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Final Report |
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Project Aims: |
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To produce at least one
set of workable practical worksheets
for Chemistry Investigations at KS4. |
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This will complete the project initiated
by the York Science Enhancement Programme
2003-4. |
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Trial the worksheets with a range
of ability students. |
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Outline of Project |
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It is important for students
to be taught up-to-date science, including
methods of scientific investigation, as well
as current applications and theory. The use
of data logging and computer analysis of results
is long standing in industry but often little
used in school. Having acquired a small range
of data logging equipment, I felt it was important
to allow students to use it with a purpose.
My aim was to develop a series of investigations
(SC1), which use the technology of data logging
for students as a tool for recording tedious
results and quickly analysing them to help
the students understand the concepts illustrated.
The main thrust of the project was to write
instruction sheets and work with students
of varying abilities to produce a series of
viable SC1 investigations for KS4, and suggestions
for coursework at KS5. |
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Outcomes |
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The experimental instruction
sheet for a simplified ‘A’ level
rates of reaction practical was written, with
instructions for use of the data loggers.
This was trialled with several groups and
they gave written feedback anonymously. From
this instruction sheet I devised an ‘Idiots
Guide’ to our Data loggers for use by
other staff. Lynne, my technician, took this
in draft form and has worked it up for student
use, as part of her NVQ. Each box of equipment
now has a general instruction sheet for its
use in the two possibilities, as remote and
in real time. Other staff members have been
trained, especially year 7 teachers, and all
year 7 classes have used the data logging
sets for several different experiments, which
have been written into the schemes of work.
This included working thorough the experiments,
producing instructions for and training the
teachers in the department to give them confidence
in its use. My year has raised the profile
of data logging and ICT in general throughout
our department. The opportunities for the
use of data loggers are there, if a little
lateral thinking is applied, with the student’s
learning being enhanced in the process. |
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Year 13 students were encouraged
to look at data logging as a possibility for
their personal investigations. Some used it
with a colourimeter for clock reactions; others
used it to track the pH during titrations,
whilst one measured the oxygen content of
river water under differing conditions. Two
used it to compare methods, dismissing it
as less accurate for their particular investigation. |
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Personal Outcomes |
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During this year I have
gained confidence in trialling new, innovative
lessons, not just using data loggers. I have
had the opportunity to reflect more on some
lessons, and evaluate what was effective,
as well as what was not, with time to think
about reasons and extend the positive to other
areas. I am investigating using my research
as a first step to a Masters. |
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I have also become involved
in other projects at school. I have successfully
applied for a Royal Society Partnership Grant
working with Plymouth University and some
of our able year 10 girls. I have been asked
to be involved with a new Transition Project
being piloted in our school as well as becoming
a teacher mentor for Science PGCE students.
I am trying to begin a ‘Researcher in
Residence’ project with the University
next September. |
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School Outcomes |
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Our Science Department has
gained 10 sets of data logging equipment with
a confident teacher to try using them with
any year group and able to train other colleagues
in their potential with trained technician
support. The profile and use of ICT generally
within my area, Chemistry, has been enhanced,
as well as filtering out to the whole department.
With the School becoming a Technology College
in September this has been supported by improved
facilities within the Department. The Royal
Society funding has allowed some of our able
year 10 to work with Scientists from the University.
The profile of Science, and Chemistry in particular,
has been raised within the School from SMT
to students. |
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