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1. T 45 Stop recording 5 Ed D Press the button when the movement you want to record has finished wh Gw Ze Video Grabber Position Locator Of x 9 Analysing the videos ae JE le xi 9 1 Press the button t open database t ip hes a w choose the tool for marking 5 2 Choose the experiment andthe tool enter the name of the experiment r Track position 158 5 3 Mark the object in each video frame a Widen Grabber Pnsirinn Lag Citebase deu tek We Ki er 1 Choose the frame TEN WM Erz v ge you need ES 3 in both frames 4 Press Calculate Repeat steps 1 4 until the whole movement has been analysed then press Close 6 Transferring the data 6 1 An MS Access file grab mdb has been created automatically where the x y and z component of the positions and the assigned time tick is stored 6 2 This file can be transferred to the LOT computer using the batch file Transfer bat 6 3 There it can be merged into the LOT software ao 8 Ce Y L i e 2 Mark the object at D Li r e ae A x 3 S e H F s 5 vc et 4 ati A 2 L a j 5 ze i Fr e we i en s F a a SC ob P ep er i i ke p Ze Wa 1 A yi gt EE in case an Arm or Leg Accelerometer Th a Student oet stops f
2. Figure A3 Battery removal The following steps apply to either case of radio module STM or BAN e Remove the PCB from the Casing and lift the lever of the flexi cable connector Figure A4 step 1 e Hold the edge of the flexi cable with one hand the protective sleeve of the cable with the other Draw back wards the protective sleeve in order to reveal the flexi cable for about 2 5 cm Figure A4 step 2 Pass the flexi cable through the cutting of the casing for at least 4 cm Figure A4 step 3 e Flip over the flexi cable and push it carefully into the flexi cable connector make sure that the lever is lifted up Make sure that the flexi cable has been fully inserted into the connector and then close the lever push it down with your finger Figure A4 step 4 e Make sure that the flexi cable has been secured Straight and firmly Figure A4 step 5 e Place the PCB back in its casing Figure A4 step 6 e Put the cover and apply a piece of tape to close the casing Fe ai step 4 Step 5 Steps for reconnecting the Flexi cable at the STM or BAN radio module E i Til me e well i pen Pj T 3 gs P Wei t a gt qd mom Bie W Se E L Y mE zu ud pe E att N di m a r i Li E DN E ESCH ka Peer LC ow F 5 A H 2 KEE amm V amp E x u Jam e d KE Li oe F r PIS Sige SEC Ki 7 D A wi E A Le E wl a SE
3. ee SUN me pe p on Ser vir ef HA ai b Et 4 uii e Fi Le ST 1 Gs t Tmi 2T LE 2 e x MA e 3 A d Lu um FFE d TPE e LUN E ine E T D 3 L 5 A Y Wd 2j s E i d 2 ay b eg bo PA ka A X G 1 L pa x T a A n a E 3 z ES Be Se a fa la r L a RAR 1 KN e S sel r le 1d me Gi rn i A 1 x a yo d E pon w e qu gu r 3H men Le e E E a 3 ng ue Fo 1 ka gt E a E 5 gt mn las m Na d S Le d EX a je SW Lar a n Je gt Sr pA fen Sgr Re mem E a Lr man P p Ae et ak t EL 21 T Hi d e D V d d a oft m a pan 3 wl 175 al pads 3 gt 34 37 d mi nf 4 ai as A res cw 1 m m wa ee kk a pris zi g Iv r i k pei V cs H he H mu ub E m a a See E k Bs mw Zon pi a a F 8 er SEL P Ta a 1 Ce 1 leek K ER e W LT hs a ke pe ia i i d D s ep T Llc it pc ye 3 La a E bap i za o Ur Ta wi d e ea er HT a n m eg 4 Li ka de E Zi g d W A ors M E 3 bk VW BS a Ed Ze Fus R d a m E 4 e en K zr aka e ci E wem as w a Ta 5 g e 7 E L kap 4 E CH ef m E ae 5 a y m Se m m 4 e k 3 e m M a LT L E um RS a la x Tr S a z Pr k i si d a s BAL x wur wa d m et ee u w w 5 p e
4. 36 Temperature sensor Arm Accelerometer Module AN AAM V1 0 AN BLA V1 0 Leg Accelerometer Module AN LAM V1 0 Figure 2 1b The components of the Lab of Tomorrow system Additionally an LPS Local Positioning System is used in order to help the students to estimate the position of different objects during their activities In the following paragraphs a short description of the Lab of Tomorrow M will be given Forthose teachers who want to have a detailed description of the system they have to refer to the technological report of he project and the relevant technical reports of each device which are also available y 2 vr j T T P D p E re Mi Ji 2 1 Base Station y e a Power Supply The Base Station is powered by the power pack provided Just plug the power pack t to the main n supply and connect it to the Base Station Beraten For proper operation place the Base Station on a table at a height about one meter above the ground The area near it should be clear from any obstacles The Base Station is connected to the Work Station a PC with LOT software installed with the RS 232 cross cable provided Charger Stub Antenna BaseStation Unit l AN BSM V2 5 Figure 2 2 Base Station Attention Use only the RS 232 cable provided A The Base Station will not work with a straight PC to modem cable 38 22 Student Set The Student Set consists
5. a a i s aa a e e E gt a mou n D ra a A vm 4 sa ni EY r L D D s Ki H 1 e D D a bra EZ E G po Ka aw z ad 4 yp VAN d w e a a coe acm M a i E a v D n li a E T E a e ei o Se v ot Qui i 8 am LS met TuS e E a a n x g 3 E os i de d pa a Ji i N _ eg een E L t skin ua n 4 Li d m p 3 4 e i P e ai hk a eae 7 A ki 4 A D e a 2d ma eu m A D TO e D 7 a s e og ge SCH relly Joes UE 3 1 Using the Lab of Tomorrow tools in real classroom conditions Lab of Tomorrow aims at upgrading science teaching in secondary education This is achieved with the introduc tion and utilization of advanced technologies iri the teaching and learning process This gives the opportunity to redesign the school science laboratory expanding its experimental capabilities The connection of science teaching with real life is essential while special effort should be put on motivating students to be engaged with science and exploratory learning in general Lab of Tomorrow with the introduction of technological novelties in the classroom is believed to achieve the above goals by bringing a new era in the school science and experi mentation teaching This unit is
6. er Fe EMI oainjon s jugieddy Figure 1 1 Deep Structure and Apparent Structure linked by Operation sequences Design of lessons The operation sequences are suitable to explain the activities of the students Planning a lesson by means of Basic Concepts offers the possibility to concentrate on an intended learning process The method fits with the cognitive background of the students and allows for a more efficient way of teaching Brouer 2001 The following list describes the design of a lesson based on the theory of basic models Starting with an edu cational aim is different from conventional lesson planning starting with a aus and hopefully ooking for an uw educational aim related to this content i 1 Determination of the educational aim 2 Classification of the basic model a 3 Classification of the operational sequence 4 Methodological design of the lesson The educational objective is closely related to the subject Sa but starting wit an educational aim is a new way of organizing teaching and RH 14 Summary of the Basic Concepts examples of necessary features anda nossible surface structure The theory of Oser proposes 14 Basic Concepts basti on approaches concerning a non science re Learning by own experiences structure transforming learning developing fostering learning i Problem solving Theoretical knowledge knowledge of theory Contemplate learning meditation E Routine
7. gt OM 113 ll e Elle e biology ses NEN SR Se 7 phys ys VA ANM u c EE BE M LLL LLL Teachers having attended 10 96 0 20 d 30 further education Persons in the greng year ek dE len private persons O O OoOo oo PE u ae Funding from school activities n Li AM d L a y 4 SFP Y GG E u as Li a i i i FT e J ee L d WE po Ki i zB uL aa IJ EE i a f 1 i d a ty ESO Bus Ark A pm a d 1 P e pee d e e m 1 ZE p i i LY J ze SE n o i di a a E e a en standardized tests never oncea year three a year never PE Pa tes tests or exams developed fourtimes a fourtimesa four times a _ A X ces once a year pte Sg by teacher year or more year or more year or more Students assessed by E fourtimesa fourtimesa four times a assessment by teacher l Iwice a year A T yearor more year or more a a year or more allen a fourtimesa fourtimesa lt MS aa students works once ayear twice a year ou 4 year ormore year or more E cs four timesa four times a four times a homework Ze Im once a year a mot ti d year or more year or more year or more From the table above differences between the participating schools can be asserted on a general level as well as concerning the availability of computers and educational profil
8. and methodical Structure 2 For designing lessons with this model the teacher can use different kinds of actions in the apparent structure to realize a unit in the operation sequence Figure 1 1 illustrates this aspect Each education aim is respectively based on a Basic Concept and this Basic Concept can be operationalized by an operation sequence The three examples express operation sequences which are consisting of five steps Each teaching sequence can be realized in different ways for instance symbolized like a c The single steps of an operation sequence can al though be realized in many ways expressed by the different symbols For instance a teacher choosing teaching sequence a realizes step one by giving his students a text and ask questions u e A VW Another teacher although chooses this educational aim but realizes the first step by designing an experiment together with his her students and they work in small groups on this experiment or further tasks a third teacher uses interviews in a shopping centre to organize the learning process There are many possibilities for the ap parent structure and they are all based on the same operation sequence Education Aim Education Aim Education Aim Type 1 Type 2 Type 3 Concept Concept Concept Concept Type 1 Type 2 Type 3 Type 10 Operation Operation Operation Operation Sequence 1 Sequence 2 Sequence 3 gaz Sequence 10 91njonagjs daa D I 5
9. a SC ob P ep er i i Contents For the User EENEG in dv bi We ae d 7 met 9 Introduction ms ee ooo eon cp LM m Au A TOM VEMM 11 Chapter 1 The Pedagogical Approach of Lab of Tomorrow project Pa Br npe Ron inu 15 1 1 Concepts JAM een Ne RA 17 is 1 2 Scientific Literacy een oie KH PE n 18 713 Theory of Basic amp oncepis Ee EE EE o ossis ln EE SRI E 20 1 4 Summary of the Basic Concepts examples of necessary features and a possible surface structure 24 1 5 Pedagogical framework MEER EE E s m dE ee MM nouus 31 y Chapter 2 Technical description of the Lab of Tomorrow system rece C 35 2 1 Base Station 1 BR SA De ARTS RE s 936 2 audent Sel Same ee ee 3 MWE Ae E ogg A WR OI Seen 39 2 3 Ball MOU U Ezra EE 3 un nul ee be eee Rh nn 43 2 4 Ihe LPS LO AMEOGING MING y I Te een an un en en nennen 45 2 5 The Lab of Jg HE KEEN ee EE EA dE 48 ZO USING Ne LOUPUSE Ia FEN AGE re CR DS om eee 09 e VW Chapter 3 Good practice with kako ei moto W 57 c ete n eset ede A Ee Nn 65 3 1 Using the Lab of Tomorrow tools in real classroom conditions dE Ee Aes Z etie a 66 3 2 Table of Contents and Lab of Tomorrow lesson plans A M ek gt er 3 9 First lessons and basic experiments EES edd uem cv E 12 3 4 Sequence Sprepamtohy IBSssons 2 se OL DLL ToU T m 2729 rn A 3 o School
10. e i t s ou e u m ee H E a ES gue n DE E y 1 Won zu 1 ar 5 sf i i a amp 9 1 Base Station Power Supply The Base Station is powered by the powerpack provided Just plug the mme into the mains t att a Ge and connect itto the Base Station EN e Wi Y ty the Overation For proper operation place the Base Charger otation on a table at a height about one meter above the ground The area near it should be clear from any obstacles The Base Station is con nected to the Work Station a PC with LOT software installed vi via he RS 232 cross cable provided BaseStation Unit Figure 5 1 Base Station AN BSM V2 5 f Attention Use only the RS 232 cable provided The Base Station will not work with a straight PC to modem cable e Leg Accelerometer Module AN LAM V1 0 S2StudentSet The Student Set consists of the following modules e Belt Assembly AN BLA V1 0 e Arm Accelerometer Module AN AAM V1 0 Heart Rate Measurements Belt Polar Belt e Temperature sensor BLATMP V1 0 e Bracelets for Leg and Arm Accelerometers 3 sizes small ulm large e Battery charger 2 items The x y axes orientation of the Leg Arm Body Accelerometers follow the conventional notation and are defined d by the silk screen at the top of each device All accelerometer modules are factory calibrated and
11. i Classroom lesson 1x45min ii Experimental Activities 25min Vocabulary free fall linear motion acceleration of gravity air resistance Tools and Materials Axion Ball LPS Aims and Objectives The students i e to be able to describe acceleration as the rate of velocity e to report free fall as a special case of rectilinear motion with constant acceleration to find out that the acceleration of gravity is the same independently of the object s mass to distinguish accelerating motion decelerating motion in case of upwards vertical throw e to be able to describe verbally mathematically and graphically the laws of the basic physical ini for the free fall motion Student s usual Misconceptions e Heavier objects reach the earth earlier than lighter ones e Bigger objects reach the earth earlier than smaller ones Implementation a Stimulation Duration 20min P Presentation of selected pictures or videos of different objects falling e Short discussion on the presented material e Track student s misconceptions as far as objects motion is concerned Draw up a list on the blackboard with these misconceptions without any j comments Figure 3 10b Free Fall with the Axion Ball b Experimental Activities l Ball i is left to fall free by student s hand The axion ball is left to fall free from student s hands Data are recorded by the base stati n and are presented to the students w
12. Sequence Oneration OMEN 1 Selection of a topic 2 Over all view of the resources 3 Decision of the learning method 4 Selection of a guided or unguided way of learning 5 Feed back orientated doing of a task reading 6 Evaluation 15 Peragogical framework The described concepts at Scientific Literacy and Basic Concept theoty are both necessary for a holistic strategy to plan lessons in the context of the Lab of Tomorrow project While scientific literacy generates the general frame for the project the Basic Concept theory generates the tools for a successful implementation of the project s objectives as outlined in the following Table 1 Table I The basic concepts for the implementation of the Lab of Tomorrow project a i Scientific Literacy Concepts force motion energy conservation of energy Situations everyday activities physical education sports Processes reconstruction of physics science tasks constructivist approach communication Basic Concept Theory preferred models e Learning by own experiences e Problem solving e Routine Skill training e Theoretical knowledge e Dynamical social relationships e Motility The design of learning processes According to modern pedagogy teaching should be guided byi a holistic planning process that takes the students learning processes the subject matter and the teaching methods into account As a maxi
13. This means that the activation signal has been received After while the LED will switch off and start blinking This means that the experiment has started and v the sensors are gathering data The LED will switch off permanently when the experiment stops Wi Le hig Ti F Attention All the Leg Arm accelerometers that are located in the vicinity of the experiment area and are not taking part in the measurements should be placed in the horizontal position in order not to interfere with the working system Battery Charging The accelerometer modules have the same battery as the Belt Assembly The same charger is used to recharge these batteries The battery becomes fully charged at less than two hours and provides power for 24 hours of continuous operation and for months when in idle state Attention The module is not Operational when charging Is in progress Attention When an Arm Leg Accelerometer is in the horizontal position it does not search for activation signals For this reason place the accelerometers horizontally when you Store them for long periods as this will extend battery life NC RIPE 2 Ta Xd Ke X T si a t t i i Power Supply To power on the Ball Module Figure 2 7 press the switch momentarily using a ball point pen or a pencil Do not use sharp objects to press the switch Upon power up the LED flashes twice When the Ball Module is D
14. Upon power up the LED flashes twice When the Ball Module is powered up the LED flashes every four seconds When an experiment is in progress the LED flashes every two seconds To power off the Ball Module press the switch once again Figure 5 8 Ball Module Axes Orientation The x y z axes of the Ball module follow the conventional notation and are factory calibrated When the ball is held with the LED indicator facing upwards and the air valve inlet to the right then he x y axes are horizontal and the z axis is perpendicular to the x y plane The convention for positive direction is x axis to the right y axis forward and z axis TEM e When in the above position the actual values of the Ball module x y z acceleration components are x 0 y 0 ZH Battery Charging The battery can be re charged with the corresponding charger provided The battery becomes fully charged at about 3 hours and provides power for about 4 hours of continuous operation Attention When no experiment is executed the Ball Module should not be left switched on as this will consume the battery very quickly ren CR Die c 4 EL mai yis OK 4 I d er i Axe RE ne e Ga 9 4 Using the Video Grabber Software A Student s User Manual Y Start the software Video Grabber t gt Video Grabber Position ll sl A Video Database View Help 2 Choose the video scale de Video P
15. skill training Motility Dynamical social relationships Over all view learning knowledge in every day knowledge Processes of de equilibration new construc tion instead of adapting knowledge Problem solving with an information value Isolated aspects abstraction analogies limitations Internal recapitulation of ontological fateful religious realities Repetition and training relieving of con sciousness Creative elaboration of events expressions related to the fine arts Pro social acting acting living in groups Development of values and identities development of friendships Value constitution by participation main method scientific literacy To judge and select information surveys search field As a result of reviewing these models for their aa in research on Science teaching and learning the following models remain Basic Concept Necessary TET Everyday activity integration of scientific T Example of a surface structure rediscover of everyday phenomena Dilemma discussions like wave particle dualism misconceptions like energy con sumption Determination of a new value like angular mo mentum or electrical resistance construction of a physical relation like Hook s law Elaboration of relations like F ma or the de cay law perception of causalities like thermal conductivity To be astonished about selected physical phenomena like astronomical distanc
16. slightly moved either by the user students or by the force implied on the camera body by the cable that connects est with the camera adaptor boxes Consequently it would be advisable to give extra care to the mounting of the Cameras in order to avoid all the above problems that may produce systematic errors to the measurements ze Appendix E Lab of Tomorrow Glossary Axions A series of artifacts that consist of three main parts a sensor interface a main electronic board anda communication system Exambles of axions in LoT are the SensVest Module and the Axion Ball he wi SensVest Module A wearable system of Sensors measuring physical parameters Accelerometer Module A device that measures the magnitude of its acceleration or the acceleration of the body that is attached to In LoT the accelerometer module is attached either to the user s leg or to a ball axion ball Axion Ball A ball with a three dimensional accelerometer module stabilized inside it gt Student Transmitter Module STM A radio module that receives data from the SensVest Module and then transmits them to the Base Station Module Base Station Module A radio module that is responsible for the initialization of the systems axion ball sens vest the collection of transmitted data from them the proper formatting of these data and its dispatch to the workstation P a at ae Workstation A PC that collects and processes all syst
17. we i en s F a a SC ob P ep er i i
18. 70 629 Treatment 22 18 Se E Treatment 25 77 74 600 605 Control 62 81 534 Treatment 21 79 The only significant increase in students performance concerning science took place at the HLG 17 years of age On the opposite the students performance at PIN shows a significant decrease in both math and sci ence According to reports from the staff executing the TIMSS questionnaires on site this may be the result a seemingly low students motivation to perform the questionnaires Furthermore though not significant comparison of treatment and control group at the EA demonstrates even better results for the control ili Thus a correlation between the use of the Lab of Tomorrow system and pedagogical framework and an increase in students performance can not be stated regarding scientific literacy as measured by the TIMSS test As men tioned before this may be related to the shorter duration of the final run since minor effects on the increases of learning outcomes can not reliably be measured with the applied methodology A comparison to the respective countries TIMSS international achievement has been turned down because of those achievement scores being about 10 years old and the resulting incomparability of populations Since the students at the HLG were from a higher grade it might as well b concluded that the Lab of Tomorrow system could induce a higher effect when used in higher grades
19. An MS Access file grab mdb has been created automatically where the X y and Pay ofthe DS tions and the SIS time tick is stored BS Microsoft Access Points Table P Ble Edt View Insert Format Records Took Window Help i n A SA I IE K 7 BA re moa O B64 36 691 5 149 96 646 36 689 12 151 36 632 39 559 43 148 67 621 49 669 65 148 69 610 08 631 53 148 61 53253 691 83 14313 5 8 35 632 06 141 17 571 97 630 62 136 66 560 53 690 64 127 1 534 18 692 78 96 Bg 526 A2 690 75 63 7 505 B1 691 B4 46 96 498 43 634 04 2243 A 0 0 6 2 There it can be merged into the LOT software 57272004 2 37 34 pp 2085234 5 2 2004 2 38 44 py 2086291 6 2 2004 2 39 20 pp 2086343 SOA 2 40 11 up 2 2086515 5 2 2004 2 40 36 wy 2086562 5 2 2004 2 40 56 up 2085525 5 2 2004 2 41 14 pp 2086671 5 2 2004 2 41 27 pp 2086734 5 2 2004 2 41 46 pp 2086843 5 2 2004 2 42 09 pp 2086890 5 2 2004 2 42 40 up 2086953 5 2 2004 2 43 55 pu 2087015 D Li r e ae A x 3 S e H F s 5 vc et 4 ati A 2 L a j 5 ze i Fr e we i en s F a a SC ob P ep er i i E aus h om e T E E m p Wo D gt e at ey ai f d Z a J Li e m aas F eg DEST ae as a LI 5 D a gr Se a D p gt a ma D to a be ia Sg
20. Module DA Arm X axis BG Am Y axis e Arm Module D i p axis a Leg Y axis DE Leg Module E een m s f Number of STMs 1 B 50s s 4 50s s L 50s s P s s T 0s s Axion Ball No Experiment Time 1 min Communication Port COM1 Stopped Playback at 16x 00 00 Asa O POAaAMS o8 Acsou Bots Badober EFLabor tIODAIDABR BEESSEM 11 32 Figure 3 7 Sitting and standing while wearing the sensvest Proceed to an experiment where the user of the sensvest is sitting and standing several times in the row If the motion of the leg is neglected and one focus to the body module and the arm module of the acceleration values that are given by the sensvest then the resulting graph is similar to Figure 3 7 Each time that you stand up or sit down a peak is produced in the positive section of the graph referring to the modules of the arm and body acceleration a e ir Walkaround Lab of Tomorrow F e i it MA File Edit Chart Tools Window Help r Di c El amp e 7a fn 2a fa a 7994 Fe DENE dy Graphical Represantation La Experimental Data Graph Values Math Tools Sensors Sensvest 1 Body X axis j Body Y axis j ki Body Module b j Arm Module j Leg X axis j Leg Y axis Wi m ai Number of STMs 1 B 50s s 4 50s s L 50s s P 0s4s T Os s Axion Ball No Experiment Time 1 min Communication Por
21. The results of the three measurements vary a lot The superposition of motions can be confirmed when x and y components are regarded separately Evaluating the decrease of the horizontal component of velocity the influence of air resistance can be esti mated It is rather small for a volley ball _ e Consolidation Questions Dead how can the experiments be improved is there an influence of other aspects e g the spinning of a ball Exercises xc Integration with other subjects e flight of other objects as cannon balls see lesson plan horizontal throw e theory of air resistance e why does the trajectory of a long range projectile like an intercontinental ballistic missile differ from a parabola itis more an elliptical path Physics i Sports A qualitative approach with the use of sensvest This lesson plan provides information and material concerning the experimental study of simple sport activities utilizing the sensvest axion developed in the lab of tomorrow framework The main aim is to reveal the basic un derlying physical and biologic concepts that govern such activities Specific experimental activities are presented and several questions exercises and tasks are proposed to assist consolidation of the acquired Knowledge Duration d i Classroom lesson 2x45min on ES B i Experimental Activities 25min j As Vocabulary Heart rate pulse rate step rate temperature acceler
22. Tomorrow equipment The total amount of students time on task in lesson type Beat HLG and PHX is sur prisingly low A detailed analysis of the underlying video data revealed that in both cases special lessons took place simple experiments have been developed and performed by the teacher with help from the students The teacher handled the ICT equipment in both cases so there were only small numbers of students working with ICT equipment and thus respectively low amounts of students time on task Overall the amounts accounted for the different category items can be rated as sufficiently distributed though larger amounts of tasks concerning ICT related physics would have been desirable B 2 Teachers Learning Support Ll Pass nity O Observation Percentage of coding intervals Ss ZEN I a T pce e3EEE3 PER 7 mi More than half of the teachers learning support is made up of instruction at all schools except for PHX and PIN which in case of the latter may once again be related to the specific character of the video data In lessons of type B and C the shares of instruction decrease in favour of hints for lessons of type B and additionally ob servation and passivity in case of lessons of type C For HLG and PHX the above mentioned observation of low amounts of students time on task in the course of the lesson are affirmed by low amounts of teachers learning support This can again be traced back to a specia
23. Zoom In Zooms in the both the vertical and horizontal axis by a percent e Zoom Out Zooms out the both the vertical and horizontal axis by a percent w w won ye a A c x e Zoom Fit Zooms both the vertical and horizontal axis so that all data are visible TE j e Zoom In Horizontal Zooms in only the horizontal axis e Zoom Out Horizontal Zooms out only the horizontal axis e Zoom In Vertical Zooms in only the vertical axis e Zoom Out Vertical Zooms out only the vertical axis M ES M ur a mos e Left Moves the charts left PE e Right Moves the charts right e Up Moves the charts up n a a E d ii u i aoro Ba be ki a D e Down Moves the charts down Tool Bar A Be DER BB tam fam ito ee e E ED S MAB ram 12 3 4 5 6 7 B 9 1011 1213 14 15 161718 18 20 21 22 kan E The toolbar contains some useful tools These tools are described below ordered by their corresponding Ce number in the picture above de 1 New File Bh 2 Open File 4 demen t muss d 3 Save File Ma 4 Copy Data d 9 Zoom In 6 Zoom Out 7 Zoom Fit d E CH LI Er 1 UE didit A 8 Zoom In Horizontal 9 Zoom Out Horizontal 10 Zoom In Vertical ath 11 Zoom Out Vertical 12 PamLeft sz e et 48 PanRight gt rd E 44 Panp 20s ko y 15 Pan Down 16 Help 17 Courses 18 Settings 19 Axion Ball Chart Shows or hides the axion ball chart
24. a vou a m Ge E a E E a 4 LE mon e T d D i SR e p RB a gt ao e a a 2 P an ua E ir X atm cid T A a ER neck s T X sell S k z i uA e w li H i ZELu ue r cM gt He si 1 i ep e plan sa Jn P P ee e ae t 3 e Ge Par gt d a e n a e a SEN 3 t a af JT KA Ne Se E 73 3 2 Ra EZ e a S m i D r E j t 1 E l Me a e u Bun P a Ze e a wa a D a sa s ES E ELI EP se S n a See Li e m a s 3 7 k d i a SCH Sa ka hin D Ne TOT age i e ex a a 4 e vi a a I Pa T a i m ie a ALL dp i i Ta e E a y E i am 4 a 5 mcam Sis dk a E x L ER Ss a e e e x Hi 4 lipa e ee b amp P up LU te a k D a Pire T 4 z ai D U e i I Sea E a a ele gg ee E 3 Lod La ges ra E Wi Uer ki e 5 ES D Bom a a Z rr a i m z un Tum 4 l E e e icd i Ca Za am e L a e an i m m s zum L ET M d i a E a e a em m D e D E E e e wi je ai bt ESIE s an L H L E Bee a m gt amp xax wt i a 9 em D L d a d D a La w w ow A H lt kel 4 D a i P A E D r ow im a LI a z m
25. analysis of the ball s motion Aims and Objectives s Shift physics lessons out of the classroom into everyday learning environment integrate Lab of Tomorrow Equipment d verify Newton s laws of motion e let students apply their physical knowledge e enable introduction of new principles Ec mi e allow students to develop their own experimental ideas Lx Student s usual Misconceptions As these lessons takes place when Newton s laws have already been derived there should be no misconcep tions concerning the laws of motion But e it might be that the students have wrong ideas about the influence of air resistance gt d ac zm students will think that the higher developed our equipment is the better should all experimental data from dif KE Un UR e EE Implementation dE Sp a Stimulation For example Movie of a volleyball match PEM Task Examine whether the physical laws of noton are useful to describe the motion of an ordinary object like a volleyball Students can sit up that task Into several detailed tech e g e Measure the initial velocity e the initial angle of the volleyball by video analysis or by analysing data from the accelerometer e Measure the horizontal range of the ball s flight In terms of the initial angle and in terms of the initial velocity BEER those data with theoretically derived values and in that way confirm the laws of motion e Regard the x
26. and to control a the position of the object s to be recorded Th buttons close video and start recording are enabled lt Close Camera The two video windows disappear 4 3 Start recording Plaata enter the name of the director UNDER the follwing root directories where the captured mare will ba zaved press the button Root for Cameral CAPROJECTS Release Video Root for Camera CAPRDOJECT SXReleasexXVideo 2 only the stop recording button is enabled now Ready A 4 4 Stop recording Press the button when the movement you want to record has finished 5 Analysing the videos 5 1 Press the button open database 5 2 Choose the experiment and the tool enter the name of the experiment press the button Change Track position Total Frames 188 The video frames will occur w T3 md rr ciam ies M STERN rri I la bie it te P E e e T 1 EN A3 ame EN a ee x 1 i L tof Tomorrow EE GUIDEOF GOOD PRACTICE Ms i m e H AAA ae VUE HM pire ga 5 3 Mark the abject in each video frame Zo viden i Er Position EI video Datshaie Vew He pan 1 Choose the frame ze E W Gi Sai 3 4 Br you need mee 2 Mark the object 3 in both frames 4 Press Calculate Repeat steps 1 4 until the whole movement has been analysed then press Close 6 Transferring the data 6 1
27. by the local teachers Video documentation has been executed by the video groups implemented at the schools in line with the final run Teacher s questionnaires were handed out to the teachers who were supposed to fill out one questionnaire for each lesson performed with the Lab of Tomor row system The school background questionnaires already had been carried out before the pre test and final 114 run phases All perform d tests have been anonymous for privacy Details of the evaluation procedure are diss Yo cussed in the following 7 et z er TIMSS Questionnaire As already mentioned the TIMSS questionnaire has been carried out in a pre post design The following table provides information about when the pre test 1 Run and post test 2 Run have been car ried out at the participating schools In each case the number of students that performed the test is given in Gei parentheses i ven 1 per w Sdm 7 e Yan iiit Bundesgymnasium und Bundes Realgymnasium BGS Treatment 10 2003 30 4 2004 25 Schwechat Dees Prat 200 d 2008 24 PnonbeGymnasm H rde rg ament 10092 2008 nemen EA ate 120095 0082 ML omm i825 0 vin Q0 chic Senor Secondary Scrol G B Pas P Tresment 0720081 200421 As can be seen from the provided dates there have been only about 6 months between the two runs Since this is about half of the originally planned final run durat
28. giving essential information that concern the introduction of the Lab of Tomorrow tools in Science teaching and learning the suggested initial experimental activities useful information and hints on how you can successfully investigate specific aspects of Kinetics and Mechanics 3 2 Table of Contents and Lab of Tomorrow lesson plans The Lab of Tomorrow Table of Contents presented below is alist of suggestions that takes into account the structure of the pedagogical framework as well as the advantages of the technical devices Not all the top ics of this list can be taught in school but all taught topics should be located in this list Within the following paragraphs several lesson plans guided by the teaching and learning principles that were introduced above are presented These lesson plans are designed to meet the needs of the implementation of the project in the school environment The lesson plans are based on simple experimental activities with the use of the Lab of Tomorrow products so as for the new artefacts to be smoothly introduced in the science classroom The lesson plans are designed to be complementary to the conventional physics lessons specifically the parts of the table of content that correspond to the project s lesson plans are highlighted The aim is at the future to improve the functionalities of the axion prototypes develop more extended and sophisticated case studies and thus increase the applic
29. in parallel with the already published issue of the Lesson Plans the Teachers Workshop Pro ceedings and the on line training material published on the project s web site www laboftomorrow org aims to provide help and support to the teachers of the Lab of Tomorrow Science whatever be its ultimate developments has its origin in techniques in arts and crafts Science arises in contact with things it is dependent on the evidence of the senses and however far it seems to move from them must always come back to them B Farrington Greek Science 1949 There is sufficient evidence to suggest that both the persistence and the quality of learning are highly enhanced when the student is actively participating in the learning process This is the essential and widely accepted message of constructionism Papert 1994 amp Resnick 1993 Juxtaposing this ideal with the i current reality of organized learning in school environments creates the Pip ag that the school is not con nected at the desirable degree with daily life experiences l One particular and most striking example is science teaching Throughout history science has advanced through observation inspection formulation of hypotheses testing of the hypotheses by means of experiments and col lection of data rejection or acceptance of the hypotheses formulation of topics for further research It seems that in schools this process of acquisition of scientific knowl
30. of the following modules Belt Assembly AN BLA VI O e Arm Accelerometer Module AN AAM V1 0 ZEN Accelerometer Module AN LAM V1 0 e Heart Rate Measurements Belt pat Belt SN T T e Temperature sensor e Bracelets for Leg and Arm Accelerometers 3 sizes small medium large e Battery charger 2 items Belt Assembly Power Supply The Belt Assembly is the main Bene part of the student set To switch KK ee el the module on open de strap STM Radio Device EB BAN Device the belt and press the button on GE Indicator ASE A 0 m ot the AN STMBAN V1 0 module for about one 1 second until the LED flashes twice Once the module is switched on the LED flashes every two seconds To switch the module off press the button until the LED flashes twice Charger Jack Flexi cable that interconnects Power Switch Figure 2 3 Belt Assembly BAN and STM Radio Devices a 1 amp ge H e T7344 w Operation i a The Belt Assembly consists of three main modules a The student set radio module AN STMCPU Vt 0 which establishes he radio communication with the Base Station of the network b The Body Area Network radio module AN STMBAN V1 0 which collects i Sue via the BAN all data trom a 3 the Arm and Leg Accelerometer modules oram we The Heart Rate Temperature Body daret module AN CHTBA V1 0 which WE the heart rate rece
31. ox a kon e sar a a ZA Z Fri jo KEE LUE ZS e D F amp D r H KE u Y A m Ss LES ir Ta D 1 p Kr A a T Ei a Se Appendix Setupant calibration of the LPS system The LPS system consists of the following Items m syen The LPS PG with the two video grabber cards which have a BNC cable output each 2 Two Sony cameras 3 Two cables 25 meters long and two cables 5 meters long connecting the Sony cameras with the camera adaptor boxes j 4 2 BNC cables 5 2 camera adaptor boxes DC 700 Sony The installation procedure consists of the following steps 1 First the area where the cameras will be installed permanently is chosen There are two sets of cables one of which is 25 m long something that gives enough freedom for the selection of the area It is preferable that cam eras are permanently mounted on a wall and their bodies should be horizontal to the ground 2 Special attention Should be given to the com mon field of view of both cameras to cover the area that must be monitored 3 Once the user has selected and permanently installed the cameras then he must set a three axis orthogonal system like the one that is presented in the following picture 3 ORTHOGONAL CAMERA CALIBRATION SYSTEM Point A and B are the centres of the camera lenses that are placed on the xz and yz levels respectively Care shou
32. practice with Lab of Tomorrow eee T JM gt E We a Be E E 86 Chapter 4 Evaluation of Lab of Tomorrow M cera on T Re as BS ue 4 1 Introduction 0 20 00 ert ok ee Zo uut 108 4 2 Project s Evaluation Scheme 109 a 4 4 Results Oe a ge ae SEN NEM 0 119 4 5 Conclusions e I CREE oe o oom n 145 Chapter 5 How to use the L T Equipment Quick Manual 000 cece anana nannan 147 3 P BASBLSTAUO inn e i ale a en EE 148 32 Student Set 7 ween go ee ee 0s oo eee 149 5 3 Ball Module Bee EMEN bee 155 5 4 Using the Video Grabber ENEE AR e MENS EE a N a M56 Appendices a 9 CAP NC NER eg non X 161 Appendix A Leg Arm Accelerometer Migration Procedure 71 7 e EEN 162 Appendix B Repair Instructions in Case of Flexi Cable Disconnection or Misplacement HN LE exi eJ Appendix C Set up and calibration ofthe EPS geet 20 un 7 d AC REED TD 166 Appendix E Lab of Tomorrow Glossary he es WIE ee DEA OMA 169 References Di 2 8 oom s E Ju qute e a MNA B 171 i The aim of the Lab of Tomorrow guide of good practice is to d se the users mainly teachers to effectively use the Lab of Tomorrow LOT systems in their teaching and learning practices The guide pro vides support on how to use these systems within the framework of the normal school curriculum Moreover by reading this guide one can find very valuable hints on
33. shown on Diagram 1 and can be explained with the following simple argument When the ball i is standing still on the surface it acts force equal to its weight B m g to the surface and the surface reacts back with an equal and opposite force N m g according to the third Newton s law The sensor measures what it feels and it feels only reaction forces so the feedback value is the value of N Please notice that the reaction forces in the LoT User Interface are given in units of g see the y axis of the screenshot In this case what it is given back by the sensor is the force N which is equal with the weight of the ball but i in units of g and thus is 1 g On the other hand the x and y axis accelerometers give back a zero value since they are orientated in the horizontal plane where no reaction forces are applied no FONE in general are applied in this case e Diagram 1 Orientation of the accelerometers axis of the ball Lab of Tomorrow jal xl MA File Edit Chart Tools Window Help 81 xl D a il 85 a 7a fa S d a oo c8 E DER dy Graphical Represantation v Experimental Data Graph Values Math Tools Sensors mm rx Emmaa Number of STMs 0 Axion Ball Yes 10s s Experiment Time 1 min Communication Port COM1 Mar BO AA AS 8 ciao Sor cos Hswordt Mrabort Oaer CGO MIAME BS ien Figure 3 2 Ball standing still on a table with the positive z axis revers
34. w C fa a d qa 9999 DE DER E Graphical Represantation E Experimental Data Graph Values Math Tools Sensors m Axion Ball ki Module see X axis 1 55 eg Y axis j i K Z axis view Axion Bal Figure 3 3 Hitting the table mod ule of the total force sensed by the ball DEDE j Number of STMs 0 Ason Bat Yes 10s s e ea bereet 3 354 455 55 bot reellen Experiment Time 1 min Communication Port COM1 Stopped Playback at 16x 00 00 Asa EZO HAAS PO opene and tt coco chapte EFuabokTomorrow EFTRRARBEHSSE en Hitting the table on which the ball is kept still will produce a graph similar to what is shown in Figure 3 3 The ball when the hand hits the table it almost looses contact the force N is almost 0 with the surface of the table and thus for an instant the sensor gives us a value near zero as it is indicated with the arrow on the left The next moment it hits on the surface again so the sensors feel the reaction force of this hit which refers to the peak in dicated by the arrow on the right Finally after a few instants the ball the sensor actually regains stability on the surface and the net value that it is given back by the system is 1 the value of the force N It has to be mentioned here that what it is presented on the graph is the result of the vibration that is diffused to the sensor indirectly via the surface of the tabl
35. work is done b Comparison of E t 0 E t T and W F s m a s with data from axion balls c Conclusion the work done on a particle is equal to the change of its kinetic energy power as work done per unit time 4 Other motions of the same kind car accelerated by a spring repetition body gliding on inclined planes etc using LPS and accelerometer 5 Accelerated every day motions a Question can they be described as uniformly acceler ated b Examples of accelerated every day motions walking running riding on a bike a car a motorbike inline blades hitting balls etc using LPS accelerometers and sensor vest c first intake to accelerated motions without constant acceleration 6 motions with negative acceleration a Vertical throws of an axion ball b car decelerated by a spring repetition 7 Complex systems of particles in motion a Structure of matter b Kinetic energy of a system of particles d Collisions in a system of particles c Conservation of energy of a system of particles e Velocity distribution in a system of particles f Temperature as a quantity related to the average kinetic energy of the particles g First law of thermodynamics h New interpretation of pressure and expansion of gasses i Repetition of basic laws of thermodynamics heat ca pacity etc 8 Realistic uniform rectilinear motion a Why is Newton s first law only an idealization in oth
36. y Of the ball point M can be obtained provided the positions A and B of cameras are known In Figure 2 10 two views of the experimental area including a table and the Axion Ball are presented as they were captured by the LPS Two views of the experimental area captured by the LPS Students have to point the Axion Ball with the cursor on the two frames and the coordinates of the ball will be calculated automatically V EE The minimum test area required for the whole 2 camera system would be 5mX5mX3m This means that the system will be able to identity and record the position of an object ball at least within this area The pixel analysis for the proposed cameras will be 768X512 pixels The accuracy of the system for the above field of view and the specific pixel analysis will be around 5 10 cm Of course as the field of view increases the actual accuracy of the system will deteriorate because the pixel size for each camera Is constant The indoor application of the system could be situated in closed basketball or volleyball court where the ball game will take place Alternatively any closed recreation ground with the above minimum dimensions could be used for the first series of experiments It is recommended to start the series of experiments with indoor applica tions and these can be justified considering the illumination requirements of the camera system Such systems that involve these kinds of experiments require constant
37. 4 lesson type B Therefore BGS and HLG mainly pursue earning by experience and other education aims while EA and especially PIN prefer the education aims classified as important within the Lab of Tomorrow project Due to the missing data of lesson type C no scheme can be constituted for PHX Application and transfer Wr To receive information about the application and transfer of acquired knowledge so called content operations have been coded Content operations are noticeable characteristics of a lesson in terms of content related learning The content operations have been coded in great detail to provide a maximum of accuracy and have been summarised in major categories later as presented in the following Figure D1 D 1 Content Operations El Repetition Reflection l Bl Generalizing abstracting integrating O Elab or ating plan or goal O Formulating fixing of the now known Bl Apphying Atransterring concretiing oftomorro rit EL i ma TEES Parcantage ofleo ron duration E A w IT 7 I 7 77 7 2 The content operation e aborating plan or goal is observable in a considerable amount for all lesson types at all schools At BGS HLG and PHX it makes up the major content operation in all cases while at EA and PIN repetition takes considerable amount in lessons of type A which contradicts the findings of figure C Obviously the teachers goals are not received by the students Admi
38. But this can ngi De conticmed by the students results at the PHX Thus it would need further evaluation Background Items Background items in the TIMSS questionnaire were supposed to provide further explanation of differences in math and science results not induced by the project implementation but different private students profiles The background items have been correlated with math and science results First items not correlating with both math and science results have been eliminated from further analysis In a second step a one way analysis of variance has been performed on the remaining items Items where significant differences between the participating Classes have been found are provided in the table TIMSS Questionnaire Background Details in the appendix The table provides the items grouped by general science and math For each item only sig nificant differences ic classes are listed while a positive value stands for a higher agreement frequency et cetera In the group of general items it has to be noticed first that the students year of birth is significantly lower at PHX and HLG compared to all other participating schools That would have been expected from the table on page 14 and thus indicates a valid analysis process concerning background items Moreover has to be noticed that students at PIN aim Tor 3 lower education level than students at BGS EA HLG and PHX That may be
39. EEL ZE m up the LED flashes ey June Plat es qus dasroden When an experiment is in progress the LED flashes every two seconds To power off the Ball Module press the switch once again Momentary Switch Bal LED indicator Charger Figure 2 7 Ball Module Ball Electronics Module BEM V2 5 po E E P a kika An e Battery Charging Gon The battery can be re ERSTE with the We charger pr vided The battery becomes fully charged a at about 3 Ice hours and u SWE for about 4 hours of continuous pwo Dad GC L A Attention When no experiment is executed the Ball Module should not be ai switched on as this will consume the battery en quickly BN En 2 4 The LPS Local Positioning System Based on the consideratiorr of a reliable solution and in order to provide a short term result the option of using a 2 CCD camera solution was adopted for the test phase of the project s implementation The space to be observed will d viewed with two cameras Figure 2 8 Figure 2 8 One of the LPS cameras as it is mounted on the wall gt N The scenes to be recorded frames by the two cameras will be synchronized in time and the observation in two or thogonal planes will provide the coordinates in 3D space as shown in Figure 2 9 Figure 2 9 The basic principle of the LPS architecture x By measuring X Z and y Z coordinates the absolute coordinates X Yy Z
40. Merrill M D 1991 Constructivism and Instructional Design Educational Technology 31 May 45 53 Nachtigall D 1991 Pra und Misskonzepte und das Lehren Lernen und Verstehen von Physik Seminarmate rial 1991 University of Dormund Dortmund Nachtigall D 1992 Physikdidaktik im Aus und Inland Vor trage FUIS Ent 1992 Deutsche Eiysikalshe Gesellschaft Fachverband Didaktik der Physik Berlin pp 8 33 LM Nachtigall D 1 992 Was lernen die Schuler im Physikerunterricht den e Batter Vol 48 No o pp 169 3 Norman D 1998 The Invisible ier The MIT Press Cambridge Oser F amp Patry J 1990 Choreografien unterrichtlichen Lernens Basismodelle des Unterrichts In Berichte zur Erziehungswissenshaft Padagogisches Institut der Universitat Freiburg Nr 89 Papert S 1994 The Children s Machine New York Basic Books Piaget J 1977 The Development of Thought Equilibration of e Structures Translated by Arnold Rosin New York Viking Press Reyer T 2003 Oberflachenmerkmale und Tiefenstrukturen im Unterricht Dissertation amFachbereich Physik der Universit t Dortmund In preparation a Reyer T Fischer H E Tiemann R Neumann K Labusch S 2004 Coding Manual for Lesson u Dy Video Recordings i in the Lab of Tomorrow Resnick M 1993 Behavior Construction Kits Communications of the ACM 36 7 64 n Roth W M 1995 Authentic school science Knowing and learning i
41. RROW GUIDE OF GOOD PRAGTIGE gn FI NI wi j A AC Ur m TREI 7 Edi 1 itors E EM H D pi F Michalis Orfanakis Sofoklis Sotiriou Stavros Savvas Artwork Vassilis Tzanoglos Lab of Tomorrow project is carried out within the framework of the l f IST programme and is co financed by the European Commission LS aee w fu niormation Society European Contract Number IST 2000 25075 3 EX Z ge Copyright 2004 by Ellinogermaniki Agogi All rights reserved Commission Reproduction or translation of any part of this work without the written permission of the copyright owner is unlawful Request for permission or further information should be addressed to Ellinogermaniki Agogi Athens Greece Printed by EPINOIA S A ISBN No 960 8339 51 0 ef z v d D D a a re fe a n a a B 8 ka m a B R amp Ro www amp t do a EZ ES psp JF gt la m a a a T x x 3 5 T m gt m r ki CA A LJ _ Ur i i la t d a a T Contributors yi ai e m Ze ge i eT a Technical Engineers ANCO S A v Vassiliki Tzagatzoni Fotis Psomadellis Kostas Giannakakis Stathis Skarvelis Consorzio ner la Ricerca e l Educazione Permanente Emilio Perona Luisa Viglieta Stefano Turso Marco Zambotto National Technical University of Athens Nikolaos Uzunog
42. S Acsiporu Bot Go Badober Prab of GOSH 6E 26280 11 38 Figure 3 9 Jumping while wearing the sensvest When jumping while wearing the sensvest the resulting graph is similar to Figure 3 8 qualitatively but the values of the peaks are higher This is something that is expected since the forces when we hit the ground are stronger than when we walk In Figure 3 9 we can discriminate three pairs of peaks The first peak of each pair refers to the force exerted on the leg and the e hogy when jumping SE while the second refers to Ur forces Men hitting the ground i 3 9 N practice with Lab o Tomorrow gen Apart from the above initial experiments fiere is a variety of other periments that can be con ducted with the LoT tools There is a series of experiments that are in accordance with national school curricula and can be used for the verification of the basic laws of Mechanics In this paragraph several examples of this kind are presented and guidelines are given on how can be smoothly introduced in everyday classroom practice Free Fall The following is a lesson plan providing information and material concerning the experimental study of free fall motion with the use of the axion ball Specific experimental activities are presented and several questions exercises and tasks are proposed to assist consolidation of the acquired knowledge 3 Figure 3 10a Free Fall Duration
43. a e Students media Interaction types Activities in classroom discourse Activities in students working phases Each of these categories conceives between 4 and items which provides a detailed description The following figure shows the teachers verbal action for the participating schools the video documentation could be analysed grouped by lesson type Figure A1 4 1 Verbal Teachers Action El Lecturing Holding amonologues Narrating BlDiscussing Taking partin a dialog O Questioning Ll Answering Giving reasons Bl Testing Inquiring Percentage of coding intervals Obviously the teacher s main activity is Lecturing especially in course of type A lessons The small shares of Lecturing at PIN can be explained by the specially cut video data which misses forexample introductory phases at the beginning of the lessons and explanations of the teacher In addition lecturing amounts decrease from les son type A to lesson type C This confirms expectations considering that lesson type A is mostly introductory while lesson type C involves the students in an autonomous way Interestingly the teachers at BGS and HLG in opposite to PHX as well as EA and PIN only show small amounts of Discussing though those amounts grow slightly from type A to type C The amount of Questioning seems to remain nearly constant from lesson type A to lesson type B and to decrease to lesson type C Again that was to be expec
44. able to use the LOT tools with success The minimum competencies are in line with what 15 16 year old students have in science Of course any one who has knowledge above this minimum can very easily make and analyse experiments with Lab of Tomorrow In general Students have different background in Physics and Science subjects respective to their age and the curriculum of the country they come from National educational systems and curricula differ significantly from country to country and so students don t have the same knowledge in mathematics or physics However some general conclusions on what i is in general considered acquired knowledge or not can be derived In general it is considered that students e dont know how to derive functions e don t know how to work with an EXCEL spreadsheet e only have basic skills in interpreting diagrams And they are considered to e know how to draw diagrams when they have a table of measurements e recognize a proportional relation between two physical quantities e know how to make simple measurements time with a stopwatch length with a ruler temperature with a thermometer voltage and current with a multimeter So the question is What should students know or need to know to before they carry out experiments with the Lab of Tomorrow equipment The answer is that students Should e have a detailed idea about how acceleration is defined and e how position and velocity can be measure
45. and a toolbar These two elements Menu and Tool Bars contain all the basic and advanced functions If a button or menu item is disabled it will appear as grayed and the user will not be able to use that function In the following both these objects are described in detail Lab of Tomorrow Fie Edt Chart Took Window Help DENIS fa a atan fann 9 BELA PEST Menu Bar Hile Category The File menu bar category contains the following items e New PU New Session File Creates a new session file Ta New From Raw Data Creates a new file from raw data Used only for debugging purposes e Open Opens anew file e Save Save the currentfile e Save Us Saves the current file under a new name e LPS Data Import Imports or merges LPS data into an sensors only experiment file e Explorer A windows explorer style with usefull information about experiment files Recent Files Contains a list with the recent files used by the application e Exit Exits the Lab Of Tomorrow application Edit Category The Edit menu bar category contains the following items e Cut Cuts data from the sel cted cells Used only when viewing the raw data tab Copy Copies data from the selected cells Used only when viewing the raw data tab e Paste Pastes data from the clipboard Used only when viewing the raw data tab Chart Category The Chart menu bar category contains the following items e Zoom e
46. and science performance increases and even performance decreases Moreover may the results of the ICT questionnaire provide more information about whether increases or no increases in students perform ance may be related to the students attitudes and aptitude regarding computer technology Video Documentation The prepared videos of the lessons have as explained above been classified in three different categories e lype A Introductory lesson in which the teacher explains the Lab of Tomorrow system e Type B Lesson with simple experiments in which students perform experiments with the Lab of Tomorrow system initiated by the teacher a Type C Lesson with complex experiments in which students perta experiments with the Lab of Tomorrow system initiated by themselves For the purpose of the analysis of the recorded lessons a set of categories has been developed by the evaluation team and a video workshop has been held In the course of the workshop coders from the participating countries were trained even though limited in the use of the category system and Sue Tike coded the videos from their respective countries Since the category system for the video analysis will be described in detail in the E report only a rough overview will be provided here Concerning the analysis of the actual lesson implementation e g teach ing methods used a set of categories regarding the superficial characteristics of lessons Cat
47. and the y component of the velocity verify that the y velocity derives from accelerated motion like a vertical throw and the x velocity derives from uniform motion e Describe the difference between theoretically and experimentally SE data estimate the influence of the air resistance e Calculate forces and momenta e If possible examine other influences e g spinning of the ball b Experimental Activities Students perform single volleyball tosses like e underhand serve a video camera fr e overhand serve e forearm pass e overhand pass wearing the sensor vest Other students film those activities with Volleyball analysis with LoT tools c Observation Discussion Lesson Plan Volleyball Gon pa non E xperimen tal data theoretically derived values m resntance NUT pup E ecu n of she bal B Enon w MERL TON w 2 hm wee oke 25 ke Wi gum Lido Weka T5 Teaching strategy ER ae d Conclusion Drawing ie ai The motion of a volleyball E nearly a paragon so L can be described pun Newton S laws of motion especially Zeg RP y Oe e the horizontal range e the maximum height e the time of flight can be pre calculated TE the SE of the curlinar De provided that the initial lt Velocity and initial 20 are known ET fe WA T The initial velocity e can be taken from video analysis e or by integrating the acceleration ball and or body accelerometer
48. arameters A Scale Normal recommended half size w Half size Quarter size 3 Initialize database erase previous data video Database Help Video Grabber Position Lona imi sel J start recording stop recording ki en a Video Grabber Position Loc ol xl 4 Creating videos Video Database Me F e open camera art m 4 1 Button overview 156 we E Je e pr eg mute Sei Le BE s z y a poun e A cr ses t e e Wem a zum m 2901 Open camera om aii im a amp KOUP hh Jr D E u E e a e ai i ek DA de x D eg ET T a er pou le de zeg a Jo 2 2 Use this button to open the two video windows and to control the position of the object s s to be recorded The buttons close video and start recording are enabled 4 3 Close Camera The two video windows disappear 4 4 Start recording press the button Video Fr View Help Zo SS Pleata enter the name of the directory UNDER the following toot directodes where the captured Foot tor Cameral CAPROJECT SAR elesse Wideo 1 Root for Camera CAPRDOJECT SXReleaseXVideo 2 enter a name for the experiment then start recording by pressing OK ek ce only the stop recording button is enabled now Se Oe ee an Pu es Er E v iae a N siili a
49. as in short time The LOT partnership believes that have the opportunity to view their involvement with Lab of Tomorrow as a craft that rewards dedication and precision but simultaneously encourages a spirit of creativity exuberance humour stylishness and personal expression The Lab of Tomorrow user is familiarised with the scientific method design and conduction of scientific experiments collection and display data as well as reporting of results Students in paenan are given a of how Scientific method can be used to solve real world problems i fi Following the echo from IST 99 session Children shaping the future and the hope that the passionate debate about children and how their voices can bring freshness and new meaning in the development of a better IT world with Lab of Tomorrow students and teachers come together with researchers psychologists designers and technologists to re engineer the lab of the school of tomorrow This is achieved with the introduction of a new learning scheme based on the production of computational tools and educational material that allow high school students to design their own scientific projects The document consists of four main chapters which include all the necessary information successful imple mentation of Lab of Tomorrow both in a secondary education class as well as in real life situations by individual users The first chapter is describing the basic aspects of the pedagogical ap
50. ase file containing LPS data must be Selected If the file contains LPS in formation then the Import LPS button is enabled and at the Summary K Import Data Date And Time Of Experiment Session Name Supervisor Cancel Import LPs Merge Files Date And Time of Capture Experiment Tim Axion Ball Sensvest Synchronization Data LPS Date And Time Of Experiment Session Name Supervisor Import LPS Finally click on the Import LPS button choose the name for the new Lab of Tomorrow file that will contain the LPS data and a message will inform you about the success of the function If you wish to merge LPS data with an existing Lab of Tomorrow file then you must select that file by clicking the Browse button of the Sensors section By doing so the Open File dialog appears and upon completion the Summary of the file s parameters and settings appears at the Summary frame of the Sensors section Grab File arab mdb GE Summary Experiment Time Axion Bal Sensvest Synchronisation D at ac LPS Date And Time Of Experiment Session Name Supervisor Cancel Import LPS Merge Filet row File synchronization data then the Merge File If the Lab Of Tomor contains button is enabled If clicked then the two files are merged into a new one The application takes no action to prevent merging of file
51. asuring their physical parameters as they are playing they should as a result develop a healthy scepticism about the readings and a more subtle understanding of the nature of the scientific information and knowledge Making connections to underlying concepts In the framework of the rdferrs application to the school com munities students will be asked to design their own projects During this procedure students will figure out what things to measure and how to measure them In the process they will develop a deeper understanding of the scientific concepts underlying the investigation If students use a wearable thermometer for example they naturally encounter and make use of the concepts of thermal conductivity and heat capacity Understanding the relationship between science and technology Students participating to the project will gain firsthand experience in the ways that technology design can both serve and inspire scientific investigation 14 Concents The pedagogical concept of the project has to represent two corresponding features The first refers to the general education aims of our modern societies and the results of recent research in science educa tion the second has to take into account the specific conditions of the project like requirements of the national curricula and the specific background of the schools involved The partnership proposes the following two con cepts that mat
52. ation velocity Tools and Materials Axion Sensvest Aims and Objectives General Aims The students should be able to estimate the quality of physical measurements 3 e be able to make qualitative statements about the precision of a measurement S E e to find out the qualitative relationship between physical laws and biology laws opecific Aims The students should be able to find out experimentally that the velocity and acceleration of a person who is either moving at a con stant speed or is accelerating and then is making a 180 turn are zero at the exact moment of the turn be able to find out experimentally that pulse rate increases with exercise be able to find out experimentally that body temperature varies slightly with exercise be able to recognize specific body activities like a jump or a ball kick in the peaks of an a t diagram 2 100 There is energy consumption only in intense physical activities De X Student s usual Misconceptions Everything can be determined exactly by physical methods e The acceleration and velocity of a constant moving body during a 180 u is not 3 any moment of the motion zero e There is significant variation in body temperature during body activity We Implementation a Stimulation Duration 20min e Presentation of trazi video of an athlete on a lab during ergometric tests e Short discussion about physics in sports and human ph
53. ation to participate in the lessons Students can comprehend deeper phenomena and laws referring to complex theoretical issues 2D 3D motion circular motion etc 7 Students understand better the connection of physics with real life e ep The learning by experience approach in Physics can have very positive results The teachers are very excited to use the LoT tools since the environment of implementation does not represent a difficulty for them This relates to the embedding within the curriculum as well as the preparation of lessons for the students Additionally they would see no technical equipment barrier for the use of the LoT tools within their classrooms Also they rate the motivational factor for the students as very high which is an asset for their teaching Ap proximately the same results were analysed with the questionnaire of the students Still comments on the paper by students stated that for some students it might become boring after a while This is a very common fact for multimedia products but it also means that a motivational role is not taken off from the teacher Most of the teachers think that the LoT tools are very effective in helping the students to reach the learning goals accordingly to the lesson plans D Weila Rugs b a Wi iE oA P X JE a LE a e e 4 T a a m a 4 d E a 7 P e z i a EE P d a e a ak WA toc o ef rg MN m
54. ation within the laws of physics e g position velocity and acceleration will be plotted and fit to see the correlation of the real data and the kinematics equations graphic diagrams of the changes in pulse beat or temperature as in a medical instru ment with the use of statistical models the use of thresholds and different windows to observe instantaneously different variables etc Lab of Tomorrow User Interface Guide Quick Launch Form Quick Launch Tab The quick launch screen appears at the start up of the Lab Of Tomorrow application It intends to provide to the user a collection of the most common tasks The quick launch tab contains the following 6 tasks represented by their corresponding icons e Start A New Experiment e Open A New Experiment e Browse Experiments _ e Import And Merge e Help e Courses tion will open the corresponding experiment for post processing ite A The Help and Courses sections are not implemented at the current version Each of the following sections that are functional are described at later chap ters sa EB Quick Launch The Recent Files tab intends to facilitate the post processing procedure by providing a list of the recent files the user has created edited or opened lf you double click on a file from the list or select it and press OK the applica e kek lot KLOTSI 1 LOT The main form holds all experiment forms and contains a menu bar
55. ations of the Lab of Tomorrow system s components Table of Contents g Those simple examinations should be particularly used to make the students acquainted with the User Interface Part I Uniform Rectilinear Motion and Me chanical Energy 2 Uniform rectilinear motion a Further examination the prior experiment s horizontal 1 Units and quantities space and time and trajecto component the result should be ries b Horizontal velocity is nearly constant a Repetition of fundamental units and quantities we en c Examination of similar but simpler one dimensional b Experiment throwing of a ball tennis ball measure movements with LPS rolling balls pushed boxes or toy position with LPS cars and also experiments with an air cushion rail c Examination of data in multiple ways e g different d One result has to be that for a motion with constant graphs of displacement x y z as a function velocity the following laws are valid d of time x y as a function of time x as a function of s vit lt y gt vi t dv dt 0 time projection of motion into one plane de e Minimizing friction leads to the assumption that without e Derivation of velocity as the ratio of the displacement to friction or other forces every motion should go on for A on ever as a uniform rectilinear motion this leads directly f Velocity and instantaneous velocity LON 3 Newton s first law also called The Law of Inertia A
56. case Examples deriving from daily activities to start a discussion on the mse ons d Conclusion Drawing e a E e Motion can be analysed in other separate en motions e the falling time of the objects in horizontal throw it is dependent only on the height Td it is Koet on object s mass and initial velocity e Physical Quantities mathematical laws graphical representations e Consolidation Questions exercises and tasks aiming at consolidation of the acquired knowledge Volleyball game Side Throw As an example of a more complex situation for the use of the axions the following volleyball lesson is given below This Lesson kane IS a propaga for a sequence of lessons in which students can apply their physical knowledge It is considered that they ready know e physical quantities e laws of uniform rectilinear motion laws of accelerated rectilinear motion superposition of motions e evaluation of graphs and measurements e the students know how the axions work Duration i Conventional Lesson CN 2x 45 min to evaluate and to discuss the data verify laws find new relations between physical subjects ii Experimental Activities un s 45 min in the sports hall Vocabulary curvilinear motion Se uero 2 IN Pr superposition of motions PE f trajectory Tools and Materials e Accelerometer at the player s wrist part of the sensvest e Accelerometer in the ball e Camera system LPS for Video
57. cation of a special lesson implementation can be confirmed here Besides just BGS as well as PIN show any shares of seatwork in a lesson of type A Obviously all other teachers did not use seatwork as a teaching method Since Classroom Discourse and Transition takes most part of the actual lessons the activities in those phases are presented in the following Figure A8 130 4 8 Activities in Classroom Discourse or Transition E Student group presentation Bl Mo nitaring learning processes DEfficiancy control or test O Instruction formulation Bl Exchanging collecting results El Preparation for working phases Blintroductian activation NE in Parcantage of coding Intervals TI um Pop m T P High amounts are accounted for Instruction which can be related to classroom discourse phases and prepara tion for working phases which can be related to transition phases In comparison to PHX EA and PIN the BGS and HLG schools show higher shares of instruction At EA and PIN the missing percentages can seemingly be accounted for a monitoring of the learning processes by the teacher at PHX especially Introduction and Prepa ration are favoured Small amounts of the exchanging or collecting of results as well as introduction or activation can be observed for the majority of lesson types and schools Efficiency or control tests on the other hand did not take place 132 Computer Use and learning physics To obta
58. ch these requirements of Lab of Tomorrow as a modern and trend Setting Zn project e The PISA concept of scientific literacy e The theory of basic concepts on teaching and learning General discussions in science society and politics about scientific literacy agree that it must be based on the development of a general understanding of essential key concepts of physics These concepts should enable the students to recognize recognition scientific questions and to realize scientific processes They allow an autonomous reasoning and a communicative interaction in the field of physics Accordingly these considerations have to be transformed to sequences of teaching and learning physics We have to take into account the results of the international large scale assessments TIMSS Baumert et al 1997 PISA of the last five years which indicate that subject oriented planning and performing of physics lessons is not as successful as expected The theory of basic concepts about learning of Oser amp Patry 1990 and Fischer amp Reyer 2002 can be used to plan teaching and learning processes at school This theory has two decisive advantages it allows a reason able planning of teaching and it is not strictly subject oriented but focussed on enabling subject related learning processes For example the usually applied subject related teaching aim Newton s laws is transformed into problem solving using Newton s laws as an exampl
59. ching off Troubleshooting In case the above process fails then check that none of the following conditions exists 1 Either the Leg or Arm Accelerometer module is not in a vertical position 2 There is more than one Leg or Arm Accelerometer modules active in the vicinity 3 An attempt is made to change channel to either two Leg or two Arm Accelerometers 162 d EY In case that for any reason the flexi cable linking the Student Set radio module with the BAN radio module is disconnected or misplaced from its connector at either side during an experiment Figure A1 the following instructions should be closely followed in order to reinstall it and establish Belt Assembly proper operation again Flexi cable misplacement e Open the casing of the disconnected module by re moving its holding tape Attention should be paid not to break or damage the locking nails of the cover e In case the problem has occurred at the Student oet radio module AN STMCPU V1 0 please discon nect the AN CHTBA V1 0 module using a small flat shaped screw driver Do not unplug the connector by applying force to the cables Figure A2 AN CHTBA V1 0 connector unplugging pan T ub ree su a wee Fett AT et aum WE r iue P aic TE Ln Kg Aen ye e Li EE Se SEI e In case the problem has occurred at the BAN radio module tery Figure A3 and reinstall it only after fixing the problem 164
60. circuit as well as the body accelerometer sensor ftomorrow Figure 5 4 AN STMBAN V 1 0 Connection to V AN STMCPU V1 0 Figure 5 5 AN CHTBA V1 0 module 192 1 A W Temperature Measurements ge gin To conduct temperature measurements connect the temperature sensor to the available connector at he AN CHTBA V1 0 module Figure 5 6 The Mis e sensor should be placed under the armpit with the metal Surface at the skin contact side i To conduct heart rate measurements the student should wear the Polar belt i following the instructions in Figure 25 6 e Adjust the strap length t fit snugly and comfortably Secure the strap ancumd your chest just below the chest musches and Buckie it e Lift the transmitter off your chest and m ten the Gwo qeooved electrode Check that Che wet elecprode areas ang tirmay agalnst your skin and the Polar logo areas on the bark is in a central upright position Figure 5 6 Polar Belt Instructions Attention should be paid so that the Belt Assembly is born in the upright position oo more than 30 cm away from the Polar Belt When an experiment with heart rate measurements is in progress the Belt a ki LED flashes in accordance with the person s heart beat Ld M a After the experiment has finished carefully wash the belt with a mild soap and water solution rinse it with pure ki water and dry
61. cteristic dataset that can be obtained by the LPS during the Horizontal Throw experiment is shown in Figure 3 15 The data presented have been already exported to an excel spreadsheet and have been normalised to the initial conditions x Yo Z of the experiment Xp voc s X Xa cm Y Yo cm zZ Zo cm 0 0 0 0 0 047 26 61 1 35 0 15 0 109 42 61 1 03 1 55 0 172 58 58 0 72 1 14 0 219 69 48 0 5 0 12 0 281 80 89 1 38 1 2 0 328 98 44 1 68 6 78 0 391 112 01 1 91 8 64 0 437 119 0 47 13 15 0 5 130 44 0 69 22 71 0 609 156 79 2 63 52 94 0 656 164 55 0 6 66 11 0 719 185 16 1 69 102 85 Horizontal Throw data set 0 781 191 54 3 89 127 58 The analysis with the mathematic tools of the excel can result the following diagrams Horizontal Throw Diagram xit Figure 3 16 Displacement in x axis over time Time Gi Honzantal Arouw Diagram Ati 0 1 u D a SEI n5 UP oF 0 8 D Zit A72 35t 359 09 60 048 Re 0 3958 Serie Fok Series Displacement in Z Figure 3 17 Displacement in z axis over time Time Gei The analysis of these diagrams can reveal plenty of information and can provide an alternative way of calculating the value of g experimentally e c Observation Discussion E SR Discussion of theoretical issues arising from the experimental activities T RE e Theory and experiment comparison att nk Comparison with the ideal theoretical case of each motion
62. ctive reliability expressed through Cronbachs Alpha Scale Factors a Anxiety 2 0 8861 Confidence 1 0 895 Liking 1 0 8842 Usefulness 5 0 949 Obviously confidence and liking scales are formed by only one factor with high reliability The anxiety scale is formed by two factors with a reliability as high as for the confidence and liking scales The largest number of factors can be observed for the usefu ness scale whereas the reliability can be considered high enough to as sume one scale for all ten items Therefore all four scales can be BUS SET as correctly Wels A Up respective items In a final step a value per student has been calculated for each scale by summing up the values of all items con tained by the respective scale Through that an average per class has been calculated and an overall average of all classes The following figures show the mean values per Class for the four scales anxiety confidence liking and usefulness with a minimum of 10 and a maximum of 50 Significant differences have been determined by a one way analysis of variances and multiple comparisons in a post hoc procedure and marked with an asterisk followed by the token for the respective class the results differ significantly from Computer Anxiety Computer Confidence Score Score School School Computer Liking Computer Usefulness 50 45 40 35 9 9 30 o o 25 20 15 10 EAC Total School Scho
63. d e be able to draw correct s t and a vt a t diagrams despite of the inaccuracy of measurement e know the difference between average velocity and instantaneous velocity e be able to interpret an s t diagram and from this graph derive the e average velocity as the slope of the linear graph and the instantaneous velocity as the slope of the tangent of the non linear graph e know that also the area under the graph has a special physical meaning esp area under v t diagram _ distance Teachers should have a general impression of which of the above topics their students Ke and feel comfort able to handle in physics and science lessons These topics are listed in national curricula and considered basic knowledge and thus they are taught extensively in schools However if the teacher realise that students need to have some additional exercise and support lessons the following sequence ofilessons is suggested as an intro duction into basic physical methods and knowledge and familiarisation with the Lab of Tomorrow tools 3 4 Sequence of preparatory lessons p In general a sequence of preparatory lessons and experiments are proposed in order for the stu dents or the LoT users in general to be familiarized with the way of thinking and acting within the framework of Lab of Tomorrow In case of a teacher who is about to implement Lab of Tomorrow in classroom apart from the Ern ex v periments the introduct
64. deo Documentation For the video documentation video groups should have been trained at each school These groups o were supposed to document the lessons of Lab of Tomorrow according to the two guidelines for the work of the video groups the Video Checklists and the Video Rules It has been decided to classify the videos available by three categories videos documenting an introductory lesson Type A videos documenting a lesson in which students perform simple experiments initiated by the teacher Type B arid videos documenting a lesson in which students perform complex experiments initiated by them Type C The following table lists the availability of the three video types per school where C means the video has been recorded according to the guidelines and is comparable in this regards N A means the video is not available and N C means that the video has not been recorded according to the guidelines and therefore is not compa rable Unfortunately no video of type C has been provided by PHX a Seh 0l NNA Type Gi Bundesgymnasium und Bundes Realgymnasium Schwechat ICT Questionnaire The ICT questionnaires as well as the TIMSS questionnaires have been completed well before the Start of the project They have been carried out by the teams at the schools and sent back to the evaluation team The following table gives an overview of the numbers of the participating students Sing ns School u
65. e KSC gn Pre Tests Post Tests Ee M ps d TIMSS population II test e TIMSS population II test Re TIMSS students background e TIMSS students background i questionnaire questionnaire repetition BLK SINUS background questionnaire school During the whole environment Final Run phases ICT questionnaire students e Teachers questionnaire Video Documentation Video Documentation Final Run phase A Final Run phase B Students perform experiments with the new Students perform self initiated and planned material as indicated in prepared lesson plans experiments without exterior interference The following table provides the time on task at the respective schools School Final Run Start Duration of Final Run Bundesgymnasium und Bundes Realgymnasium 1 5 months Schwechat ra de l Helene Lange Gymnasium 45months Ph nix Gymn sium H rde Mid 11 2003 4 5 months Mid 11 2003 45 months PN End 11 2003 2 5 months The indicated periods of time represent only the time covered by video recordings and teacher questionnaires sent by the schools GE Ellinogermaniki Agogi Technical Senior Secondary School G B Pininfarina Despite of that the evaluation scheme of the project has been realised as planned that is the TIMSS pre and post tests have been carried out before respectively after the scheduled final run period The ICT tests have been carried out in the same period
66. e Mech development using friction as an example or training to use force concepts to enable routines 12 Scientific Literacy the ability to recognize scientific questions and to draw scientific conclusions in order to understand decisions and to take decisions according to the world and to changes of the world based on human activity OECD PISA scientific literacy 2000 The scientific literacy is clearly more than the knowledge of facts and terms It contains an under standing of basic concepts and requires a decontextualized global applicability Tasks in the frame of scientific thinking have to take into account the following levels of scientific reasoning e Applying scientific concepts e Organizing scientific processes e Communicating scientific contents Consequently these three levels are part of the pedagogical frameworks of the Lab of Tomorrow project To design a task and learning process orientated structure of the lesson plans the range of the sequences planned has to ensures that scientific knowledge in its different complexities is used in as well versatile meaningful con texts as possible Scientific Concepts Concepts are so far recognized experiences which can be summarized in a category They enable a connection of new with already made experiences to construct a meaningful activity in the field of physics Scientific concepts are formulated in many different wa
67. e Ss E a JO Type Bundesgymnasium und Bundes Realgymnasium Schwechat BGS Treatment 30 Helene Lange Gymnasium HLG Ph nix Gymnasium H rde Ellinogermaniki Agogi emo Mo Technical Senior Secondary School G B Pininfarina 2 IEN Treatment Teachers Questionnaire E The teachers questionnaires were supposed to be answered directly after the respective lessons in which the Lab of Tomorrow system was used An analysis of the questionnaires leads to the assumption that this applies only to a small number of lessons Moreover the number of the teachers questionnaires differs from class to class see the following table and we have some hints that some reports are not filled immediately after the lesson but at once some time later That means that no reliable comparison of the teachers questionnaires can be established Consequently the analysis of the pedagogical framework will be completely based on the analysis of the video documentation ICT rm T ME ln ey Ta E Tee Me s TT Ken Taal Schale c beem gos Type Teachers Video Questionnaires Documentations Schwechat Technical Senior Secondary school G B DIET Pininfarina 2 School Background Questionnaire Bundesgymnasium und Bundes Realgymnasium Treatment The school background questionnaires were sent to the schools headmasters in course of the final run and have been received back after an a
68. e What the sensor feels depend on the way we hit the surface the material of the surface and its characteristics and the way that this vibration moves to the sensors It is usual that you will not always take the same results in this experiment since there is not any force di cups on the ball ir ira direct way If possible it should be orientated in such a way that the z acceleration is 0 Describe the graphs x y Hz File Edit Chart Tools Window Help DSH 85 e 7a amp a 9a da 3a fy e e 5 9 E 72 DER SA Graphical Represantation v Experimental Data Graph Values Math Tools Count the number of rotations Sensors an ele Number of STMs 0 Axion Ball Yes 10s s Experiment Time 1 min Communication Port COM Figure 3 4 Rolling the ball VW Conducting this experiment it will result to graphs like the one of Figure 3 4 The ball before starting rolling was roughly orientated in a way the the z axis accelerometer was horizontal and always giving back the value 0 no reaction force is applied op the horizontal plane while the x y were orientated in vertical plane in a way that the initial values was approximately 1 for x accelerometer and approximately 0 for y axis As the ball starts to roll then progressively the value of x alters from 1 and becomes 0 and then 1 and so on something similar applies for y accelerometer it s value change
69. e for science teach ing But nevertheless to discover aspects of science as astonishing offers possibilities and change the point of view on effective teaching and learning also in science Contemplate learning can be the beginning of a learning process as great researchers in history start their discoveries by astonishment and enthusiasm Operation sequence 1 Create an internal void leave the will be ready for a way 2 To touch to hear etc The external structure of a phenomenon a work of art flower music picture 3 First spontaneous interpretation of the recognized semantic EES Second Interpretation of the recognized semantic but now transcendentally e or aesthetically D Integration i in life context u Basic Concept 6 Routine skill training The objective for becoming routine is the development of an automatism for complex cognitive Y tasks The operation sequence of this model fosters a mechanism of expectation action correction and matches with results of cognitive psychology Oneration Sequence A 1 First attempt of single action steps and presentation elaboration of the linkage of means and aims What is the aim of the action 2 Creation of the complete actions by determination of the action range and regularities analysing the meaning of single elements and relations 3 Repetition of action steps combination of action steps or complete actions and checking and control with cor
70. e two video icons Special attention should be given to the following point When the two video images are presented on the PC screen the image that comes from the camera which is in the yz level must appear on the left hand of the PC screen If this is opposite the user should just switch the BNC cables of the video cards in the PC and the problem will be fixed Half size windows should be used in this step because it is easier to determine which window is left and which is right 6 After this the user should be ready to measure Some sample measurements from some fixed points of which the exact x y z position is known should be taken and be compared with the ones calculated from the LPS lf the difference between the LPS measurement and the actual measurement is less than 10 cm the system is properly calibrated and ready to operate If this difference lays in the region of 10 25 cm then the user should conduct more measurements to verify whether this is a calibration error or a random error caused by the user T E SCH LI Er 1 UE 168 KS itself ering the identification of the object in the PC and its marking If the error is greater then the user should repeat from the OR pes 6 dre 4 P NOTE If the user changes the position of the cameras the whole calibration procedure should be repeated It is also advisable to check periodically the accuracy of the measurements because it is easy for the cameras to be
71. eaching These are the atmosphere during the lessons the content structures and the Chronological order of the lessons build up by a Sequence of teaching methods instructional tasks and SE offers The last aspect is Deep structure a and apparent structure Teaching and learning is guided by rules which are not necessarily evident for the teacher or the learner sometimes they are too complex to be easily expressed or they are not explicitly known by the teacher However by an Lu a single lesson can be judged as wrong or right or decisions in different situa tions are more or less suitable for achieving a teaching aim But the teacher mostly cannot say explicitly why a decision was right or wrong he she acts intuitive This intuition can be expression of a guiding concept if it is consciously based upon a theory and the related activities are routines of pedagogical behaviour Consequently in order to describe lessons in different levels should be established a disting between a surface structure and a deep structure The surface structure describes the observable activities and interactions of a lesson For instance the instructions of the teacher the teaching methods or the behaviour of the students are elements of a surface structure The deep structure contains concepts theories and beliefs of the teacher concerning teaching and learning in general but also his her own way of teaching and his her bel
72. ecognition presentation and evaluation of social skills 2 Build up conditions for testing these skills and their suitable application 3 Reflection of these skills and explanation legitimating or criticism of them 4 Behaviour exchange with different persons for a generalisation of the skills Basic Concept 9 Development of values and identities The operational sequences of this model are aimed at a classification of actions in an ethical way Science edu cation refers to the identity of a researcher and to his her responsibility for an honest interpretation of the data and for the society Operation Sequence 1 Analysing already existing values rules concerning a current problem Building a hierarchical structure of rules for a discursive discussion 2 Suggestions for an integration of new rules 2 D 1 AT T nu mt E A Die UE e B Participation In decision making for the integration of the new rule in already existing ones 4 Realization of the new rule by single persons by the society or by bodies i S Basic Concept 10 Over all view learning The objective of this model is not to learn details or to identify gaps in the knowledge structure but dE jo recognize and outline a topic top down An over all view learning needs a longer period of time consist ing of several learning processes that are framed by this way of Camps This matter is obviously described in step 3 and 6 of the Operation
73. ecognizing new elements as necessary and to integrate them into the knowledge It is only possible to focus on content orientated problems if the students have an adequate repertoire of problem solving strategies and are able to use them Accordingly problem solving as a methodological competence can only be learned in meaningful real con tents Operation Sequence 1 Students discover a prooem that is important to them here and now It must originate from their experiences As an alternative the teacher could present a problem related to their experiences and interests that emphasise a discrepancy between expectations and experience Problem stimulation 2 The students describe a problem based on this stimulation that consists of the conditions at the beginning and an aspired solution The tools strategy of solving the problem are unknown problem description as accurate as possible gt 3 Students suggest strategies of solving the problem also suggestions that are judged by the teacher as not successful 4 Proving the suitability of the Suggested strategies for a successful problem solving with the given starting conditions testing the ways of problems solving selection If there is no satisfying possibility to solve the problem then start again with step 3 9 Use of the strategy for new problems of the similar categories and analysis of the possibilities for transfer or generalisation of t
74. ed f the orientation of the z axis of the ball accelerometer is reversed Diagram 2 then the resulting graph is similar to Figure 3 2 You can note that this time the value of the z accelerometer is 1 while still the x and y are giving back zero Important Notice that on the graph is also presented the module of the reaction force that is being sensed i e the net value of all the reaction force coordinates x y z the square root of the sum of the squares of the three coordinates V v LE 32 Ces e e VW S S The module as itis a value of a square root is always a positive number it is very useful for the presentation k o Zeg of data since can be understood more easily by the students This is peed Ms module is not a vector is just ee ER the net value of the total force ni e If we would like to study the x y z coordinates of the force sensed by the ball when hitting the surface we can always select the respective components from the option area of the User Interface at the left part of the screen As you can see each sensor x y or z experiences something different depending its orientation and can record i negative values as well However the module is the sum of these components and is always a positive number A Fa Diagram 2 Orientation with the z accelerometer axis reversed a Fa i ES Lab of Tomorrow Hit the table with your fist File Edit Chart Tools Window Help lal x e D d Ml 85 s
75. edge gets reversed Science is presented as a co herent body of knowledge the experiment is the illustration of the phenomenon and the questions are answered gt m t EM AE 7 a ES SE we ee I 5122 Lm d emet amt nm US c ai j 1 F P tare Tomorrow Mac GUIDEOF GOOD PRACTICE d GA they are asked The result is that the student acquires short term knowledge targeted at standard ized test questions and in many instances this forced and inefficient learning lacks on long term sustainability Possible pragmatic remedies have been proposed Regarding to Glasersfeld 1995 the constructivist point of view has been very fruitful to develop science instruction In this model knowledge acquisition is only a matter ofindividual mental activities But constructionism Duit 1995 in its pure so called radical version is also discussed controversially The instructional component is missing in the model and therefore it is very difficult to derive investigation methods and codings which are able to represent the instructional influence upon learning processes Thus since the early 90s a pragmatic interim position was discussed named by Merrill 1991 as instructional design of the second generation It is seen as integration of constructionism and cognitive theory It accepts learning as a process of individual cognitive construction and states the dependence of this process on adequate learning e
76. egory Set A has been compiled from the extensive category system Reyer 2003 developed for the analysis of apparent and deep structure of lessons To receive information about the ICT related activities of students a set of categories regarding computer use and learning physics has been developed Category Set B For the analysis concerning educational aims and content related actions two more category sets have been created based on the work of Reyer 2003 Categories regarding learning physics and modelling Category Set C and categories regarding application and transfer of the acquired knowledge Category Set D The video documented lessons at hand have been split into coding intervals of 20 seconds Each interval has been coded with the above mentioned category sets The analysis of the video documented lessons according to these category sets will be described in the following This analysis is mere descriptive and exclusively related to the video documented class By no means may conclusions be drawn for the respective school or country Super ficial characteristics of lessons The E of superficial lesson characteristics allows the creation of profiles regarding the actual lesson implementation in line with the Lab of SA project The chosen category set contains the following categories s Teachers verbal action Students verbal action Teachers manipulative action Students manipulative action Teachers medi
77. elopment of a wearable technology a series of artefacts called axions that allow students to derive experimental results drawn from their everyday activities and which in many cases involve data collection over extended periods of time The axions embedded in every day objects for example an accelerometer embedded inside a ball or in clothes for example a heart pulse meter embedded in a T shirt are used in order to collect data during students activities Important factors of their design are ergonomics and economy so they will not stay on a test bench nor used by a small number of users The data collected by the axions are presented with the use of advanced programming tools compatible with graphing and analysis softwar components so that Students can easily investigate trends and patterns and correlate them with the theory taught at school The Lab of Tomorrow project adopts an activity based design methodology It has been recently questioned Ba ber et al 1999 whether the contemporary approach to the design of computer applications can be sustained for future technologies Norman suggests that a primary reason why the desktop metaphor remains in vogue is that it allows designers and manufacturers to strive for the production of multipurpose products i e products The partnership has chosen this specific name for two reasons In physics axion is a hypothetical elementary particle Even though the axion if it exists sho
78. elp the teacher who is using the Lab of Tomorrow system during his lesson by giving specific guidelines of the functionalities of the main components of the Lab of Tomorrow system The Lab of Tomorrow system consists of the following modules e Base Station Set that receives all data from the peripheral units and transmits them to the workstation e Base Station Unit with a stub antenna 433MHz D Base Station Power Supply Pack e RS 232 cross cable Student Set for the collection of the SensVest data and their transmission to the base station via the radionetwork Belt Assembly Heart Rate Measurement Belt Polar Belt E P Ge Qi Cee NE UN OMA q as e X e SCH E Ka Temperature Sensor e i van EI il RI S Leg Accelerometer Module a JP MA A ete ud CIL d Nf Am Accelerometer Module 5 ae YOUN K eps Ren Bracelets for Leg Arm Accel romet r Modules 3 sizes small medium large F be te Ga Belt Assembly and Leg Arm Accelerometer Battery Chargers x2 E ge a Haie Bere Ei E E Ball Module Set which transmits the acceleration data to the base station MAT o e Ball Module ech T Rime ee e w Ball Module Battery Charger sa 4 e The workstation which collects and processes all system data e The User Interface which presents the graphical representation of the data Workstation green E Ta gan Figure 2 1a The components of the Lab of Tomorrow system
79. em data Local Positioning System LPS A two digital camera system that is used to determine the position coordinates of an object in real space User Interface A software interface that allows the students to manipulate the data collected by the axions D Li r e ae A x 3 S e H F s 5 vc et 4 ati A 2 L a j 5 ze i Fr e we i en s F a a SC ob P ep er i i i Baber C al de 999 az paradigms for the development of wearable computers IBM systems Jour nal y l 38 NO As P EL Brouer B 2001 Forderung der Wahrnehmung von en durch die Anwendung Der Basismodelle des Lernens dei der Gestaltung von Unterricht Unterrichtswissenschaft weinheim 153 170 Baumert J Lehmann R Lehrke M Schmitz B Clausen M Hosenfeld l Koller O amp Neubrand J 1997 TIMSS Mathematisch naturwissenschaftlicher Unterricht im internationalen SECH Opladen Leske v Budrich 7 E al ae E Derry S J 1996 Cognitive schema theory in the constructivist debate Educational Psychologist 31 3 4 163 174 Deutsches PISA Kosortium Hrsg PISA 2000 Basiskompetenzen von Schulerinnen und Schulern im Interna tionalen Vergleich Opladen Leske amp Budrich Farrington B 1949 Greek Science Harmondsworth Penguin Fischer H E 1 998 scientific Literacy und Physiklernen Zeitschrif
80. ems to take place though this again may be related to the special nature of the provided video data If one only considers students working phases which actually were available on the videos a comparably less amount of teachers instruction in favour of a higher amount of hints has to be stated These observations may lead to the conclusion that basically different teaching methods are used at PIN in comparison to the other schools ICT Questionnaire The ICT Questionnaire consists of two parts the Computer Attitude Scale part one and the Level of Computer Familiarity part two These will be handled separately for analysis Results will later be merged to establish per class ICT profiles The first part of the questionnaire contained four different scales concerning computer attitudes anxiety con fidence liking and usefulness Each scale was built of 10 items where at a time five correlate positively and five negatively with the respective scale Each item could be answered on a 5 level Likert scale For analysis the ordinary values of 1 to 5 have been assigned to the answers of items correlating positively and the values of 5 to 1 for the items correlating negatively That is a value of 5 corresponds with for example a high computer anxiety In a next step a factor analysis has been performed for an estimation of how each item contributes to the scale The following table shows the number of factors for each scale and the respe
81. ences which are beyond their capabilities 4 2 Project s Evaluation Scheme The graluation of the Lab of Tomorrow project IS based on three sSfiotts e Evaluation of students learning In assessing students learning students engagement in Science as inquiry is going to be primarily examined It is assumed that the activity of designing projects and experiments E d powerful Way for students to be involved in sump inquiry i e Evaluation of the pedagogical framework The major theoretical issue underlying the project asks whether the implementation of the technology is able to offer a qualitative upgrade of science teaching at high school level In such a case the introduction of technology would not act as a substitute of the conventional teaching but rather as an addition that has to justify its introduction in everyday school practice Ethnographic evaluation The project will take advantage of the different school environments across Europe and is going to investigate the attitudes of students and teachers of different cultures to the implementation of ICT in education As stated above the evaluation scheme concerns three aspects Consequently for each of the three aspects specific research goals and methodologies have to be selected that basically represent t ir NEE aspect Research targets Regarding the evaluation of students learning the students performance afte
82. er words why do bodies once set into motion usually slow down b Interpretation of the loss of momentum as an indicator of a force opposing the motion c Identification of these forces as frictional forces sliding friction static and kinetic d Coefficients of friction fiction in fluids and gases e Measurement of coefficients of friction with moving bodies and inclined planes using LPS and accelerometer f Work and frictional forces g Atomistic interpretation of friction where do momen tum and energy go h Law of conservation of energy the sum of the kinetic energy and the internal potential i Energy or the proper energy of an isolated system of particles remains constant 9 Friction and accelerated decelerated every day mo tions a Friction as a limitation of acceleration and deceleration b Examples of decelerated every day motions breaking with different vehicles using LPS accelerometers and sensor vest bikes cars motor bikes toy cars with spe cial emphasis on questions of traffic safety Part Ill Superposition of Motion and Con version of Energy 1 Introduction of the law of conservation of energy as an alternative to momentum and forces in describing predicting motions combined with a repetition of the basic motions already known a Uniform rectilinear motion b Free fall c Sliding bodies on inclined planes d Vertical throw e Acceleration of vehicles 2 Examination
83. erations A3tvaluation The evaluation sample regarding the evaluation of students learning consists of all available stu dents in the physics courses that were either using the Lab of Tomorrow system or were chosen as control group The following table gives an Overview of the participating schools ME Bundesgymnasium und Bundes BGS e E 2 Austria Treatment Realgymnasium Schwechat Helene Lange Gymnasium HLG Treatment m 25 Ph nix Gymnasium H rde PHX Ellinogermaniki Agogi Greece pesa Technical Senior Secondary eet Italy Treatment School G B Pininfarina The evaluation of the Lab of Tomorrow was planned as follows After a preceding test run a final run should fol low in two phases Just before phase A of the final run the TIMSS pre tests would be carried out At the same time ICT tests would be performed In phase A of the final run students then would perform experiments with the Lab of Tomorrow system according to the lesson plans Phase A is followed by phase B in which the students would be supposed to perform self planned experiments based on the Lab of Tomorrow system Both phases would be accompanied by video documentation according to the video guidelines and teachers questionnaires which the teacher would have to answer directly after every lesson After completion of phase B the TIMSS post tests would be carried out The following figure shows a time based overview of the evaluation schem
84. es or nuclear physics Learning of practical methods like the use of an oscilloscope presentation of data or the use of mathematical calculations Creative presentation of phenomena or re sults e g as wall papers of project results artistic play with phenomena or conjuring tricks Cooperative learning group work like distribu tion of tasks during an experiment or mutual learning support Discussion of relevant topic for the society like pro and contra nuclear energy Judgement and arrangement of physical as pects of everyday activities with the help of papers articles internet literature Basic Co cept 1 Learning by own experiences Ina learning process at school the students should integrate mm own experiences in already existing knowledge These experiences are always connect d to actions According to oos 1977 the objectives of learning by own an experience is an assimilation of new knowledge Oneration sequence 1 Internal contextual representation of acting preparation design 2 Contextual acting doing an experiment categorizing searching e 3 First critical reflection of the acting pathway the aim of acting and the intention of action 4 Generalisation of the results of the reflexion process iz 9 Transfer of the learning consequences onto larger contents start of a symbolic representation Main characteristics of this basic model are the everyday conceptions as
85. es several differences could be found between the participating schools for example concerning educational profiles and computer per students rating Al 146 though these differences could neither be related to the students performance results nor explain them Still one particular aspect revealed by the school background questionnaire seems to be important Since it is at least known for German schools that the regular funding by the government not sufficiently COVers necessary expenses from the amounts of additional funding it can be concluded that the Lab of Tomorrow system at its current pricing will not be affordable for those schools Therefore a module system should be taken into account to enable schools to split the acquisition of the LOT equipment up into several years As far as the teachers that participated in LoT are concerned giving an overview about the implementation a and L testing in Lol schools the picture has to be described as follows Generally the LoT tools were much valued by the teachers The first evidence of the TIMSS evaluation analysis shows that there i Is no remarkable differentiation of the performance of students in physics The teachers point of view is that this is reasonable since The number of schools and students in Lab of tomorrow Classes was limited The duration of the Final Runs was only a few months But clearly teachers believe that Students have high motiv
86. es that directly relate to the Lab of Tomorrow project So has to be noticed that EA is the only private school while all other participating schools are public With few exceptions students at PIN are male students which has to be attributed to the schools technical pro file That again holds responsible for the reduced amount of available class levels 9 to 13 Concerning the availability of computers PIN provides by far the best ratio of computers per students followed by EA with a 1 10 ratio All other schools are ranked far below with a ratio of 1 20 or less Again this fits with a higher application of computers at PIN due to its special technological orientation Educational profiles also vary between the respective schools while EA puts an emphasis on natural sciences in general PIN concentrates on chemistry and physics BGS uses an educational profile that is based on math ematics and the three classical natural sciences physics chemistry and biology At last PHX follows kind of a new technology approach based on a focus on mathematics physics and new technologies The ratio of teachers per students does not vary widely although PHX reveals a very low ratio with 1 20 The dis tribution of teachers teaching different subjects can be considered similar for all schools Remarkable remains the fact that teachers at BGS and PHX attend further education more often than teachers at EA and PIN 144 45 Conclusions The ob
87. esses While this still allows comparability to some degree it may also be a contribution to the development of a well evaluated instrument for assessing student s attitude and aptitudes concerning ICT The results of the treatment group of Ellinogermaniki Agogi will be compared with a control group The results of the international TIMSS score may serve as an additional control group especially with a focus on students performance The evaluation of the pedagogical framework is strongly connected with an analysis of the implementation of the lessons To obtain information about major characteristics of the lesson implementation a teachers question l naire will be used Additional information like for example the lessons superficial structure students time on task or the teachers actual education aims can be achieved by analysing the video documentation As discussed in the preceding section the ethnographical evaluation will be based on a school wise comparative analysis of the above results To gain detailed information about the specific school background a questionnaire will be prepared containing questions regarding the school situation That questionnaire should be completed oy the headmasters of the participating schools Et The following assessment tools are selected to assess data concerning the research targets as specified Students performance after attending Lab of Tomorrow lessons TIMSS Questio
88. est amounts of lecturing as teachers verbal activities whereas in comparison a con siderable amount of questioning could be observed too In comparison to EA and DIN no other teachers verbal l activities occur in a noticeable amount On the other hand only low amounts of students verbal activities can be stated while students manipulative activities are mainly executing or performing Together with a major amount of instruction in classroom discourse it seems that at BGS classroom activities are mainly teachers activities while in other phases students carry out activities discussed or planned in the preceding classroom discourse This again fits with the observation of a high amount of elaborating plan or goal as a content operation with respect to the application and transfer of knowledge At EA high amounts of questioning as a students verbal activity could be observed This is in accordance with an appropriately high amount of answering as a teachers activity Moreover a relatively high amount of con structing theory can be observed as an important education aim Obviously the interplay between the students questioning and the teacher answering is a teaching method intended to lead to the construetion of theory at EA But this can not be confirmed by the results of the TIMSS questionnaire For lesson type C a large amount of technical problems seem to have happened because of idle times in students time on tas
89. free particle always moves with constant velocity 4 Introduction of kinetic energy and momentum as additional constant quantities for describing uniform rectilinear motion based on the prior experiments no ticing that the importance of these quantities will only become clear in the further course of the experiments 5 Interlude springs specific terms force F k s work and energy E 1 2 k s and potential energy E m g h 6 Interaction of bodies in motion and springs a Experiments with LPS e g moving body on an air cushion rail stopped when upsetting a spring an set into motion again b First hint that energy may be conserved T Collisions l elastic collisions in one dimension a Elastic collisions can only be realized using an air cushion rail b Experiments with colliding vehicles of different masses and velocities LPS c Result energy and momentum are conserved d Reversal conservation of momentum and energy are Sufficient for predicting velocities e After collision when initial velocities and masses are known 8 Collisions Il inelastic collisions in one dimension b these kinds of collisions can also be realized best with an air cushion rail but with c Limitations e g difficulty of changing masses and necessity of an exactly central collision also with axion balls d Result momentum is conserved but energy is not 9 Collisions Ill collisions in two dimensions a LPS and axi
90. g 1 e 3 pore Eat IN TIE CN K E ura ee 4 gt b 1 2 j LZ S s Eur 5 e E 3 1 s E A d 1 d i SES i T ir La a CS kee iet i T pu E D a vi A amp a 25 ch p UT E a 2 e p 21 Ze va koi i izi z w s a 24 Ee ki wa La T i ws hs i E Aa 2 D 3 ge rT e e a K ms mm a F Ja s je E D Fi zi u as d i ka ri e un e a ll ye D I e a 4 cm A R BA pe je aee 7d s s a a ie I LEZ Tan a k 1E A a D PR eh dg af a Fa S 1 KR 5 r a a cc d d I d d 5 n f Ke 1 T m v E a um ee D T E i pi e Er B E i e L a E P D a 2 ben y m gd au m Yi pt Na cy und E F e rips ko E EZ d 8 E P L m im r i XT ud K i Be a E e dea sa 2 e d A ora H p 1 e e GA o m ir 1 4 T e E Ce Ge e LT fi L E rb asa L m a Pu ef 2 a ca x a PL sa 4 d 3 art FS ye zb e pi d f e gt hg s Pa E ah G E G e e it Wi 4 D G Lab of Tomorrow e 8 SP a x SE mo xj TD CON Pee i 2 zi n ox n Se a sik n a E b ig E be a m ar r E E aL LII 3 s L e 34 fg ma V M Be a uf W em a IT c Xn EL LAN a J ma z Pe ei a TX k en e LAB OF TOMO
91. h the cameras which are referring to the same will identify the ball in each frame and with the help of the mouse will mark the ball producing the relevant set of coordinates X Z y Z With the use of these coordinates a simple software program based on the previous mathematical analysis will pro duce the absolute coordinates X Yo 2 of the ball For the presentation of the recorded frames a user friendly software tool is used Students are able to recover to the PC screen the frames from both the cameras which are referring to the same time parameter see Figure 2 11 Then they identify the ball in each frame and with the help of the mouse mark the ball producing the relevant set of coordinates X z Yor Z With the use of these coordinates a simple software program based on the previous mathematical analysis produces the absolute coordinates x y Z of the ball The coordinates will be written on a file along with the time parameter Having recorded all these parameters students are able to reconstruct the trajectory of the ball or the movements of a player through out the observation period Other parameters such as velocity and acceleration can be also calculated indirectly with the use of other small independent software programs These calculations are very useful and can be used as a reference for the same measurements that will be conducted through the axions embedded in the fo
92. he acquired knowledge Refer to the relevant work sheet Kicking and catching the ball A qualitative approach with the use of sensvest This lesson plan provides information and material concerning the experimental study of simple sport activity utilizing the sensvest and the ball axions The main aim is to verify experimentally the validity of the third New ton s Law There are not many experiments in the conventional school laboratory that allow the study of the third Newton s Law and thus this Brauner has special added value Duration Erg i Classroom lesson a li Experimental Activities 25min Vocabulary Action reaction Tools and Materials Axion Ball sensvest Aims and Objectives The students 102 ke e to be able to understarid action and reaction law e to be able to report that action and reaction do not result to a total zero force value gr 2i a a e to find out that gravity is the only force that is applied onthe ball when it is on the air Kicking and catching the ball Student s usual Misconceptions there are difficulties for the students to comprehend that kicking is a complex motion e In kicking like horizontal throw the applied force e g by the leg or the hand continues to id on the object e g on the ball even if the object is no longer in touch with the leg or the hand Implementation a Stimulation Duration 20min e Presentation of selected video of a football game
93. he strategy Basic Coiicent 4 Theoretical knowledge knowledge of theory This model is based on the assumption that knowledge is built up on a network of related con cepts and can be represented with propositional maps This basic model is a combination of two Oser models generation of terms and generation of concepts Both are determined by very similar operation sequences so ara both models are combined to the model of theoretical knowledge Operations sequence 1 Become directly or indirectly aware of already existing and for the lesson necessary theoretical knowledge 2 Presentation and elaboration of a prototypical example which consists of all essential elements end features of the learning concept Se 3 Explication elaboration of the essential features and principles of the concept 4 Elaboration active usage of the new concept use analysis synthesis gompare reate mark off with already known concepts and examples on different representation levels 9 Linkage connecting of new concepts with already existing ones Basic Concept 5 Contemplate learning meditation Learning by mental lapsing with an objective of an internal recapitulation of ontological fateful or religious realities is rather emotional than cognitive It is not based on a de equilibration of knowledge or a conceptual change like most of the other learning strategies And it seems not to be suitabl
94. how to utilise Lab of Tomorrow not only in science teaching but in gymnastics or in investigating every day activities in a more scientific manner Thus the aim of this document is to help both teachers and students to reach teaching and learning fields in which they can make the most valuable contributions and potentially improve the way of teaching and learning respectively To assure maximal usability of the new tools optimal adaptation to the local environments and realistic evalua tion of the pedagogical effects the Lab of Tomorrow proposes the adaptation of a student centered approach Lab of Tomorrow as a project included three extended periods of school centered work These trials involved teachers and students to giving direction to the project and its technological and pedagogical results This guide summarises also aspects of the evaluation results of the pilot implementation of the project that provide useful information for the users During implementation users are advised to experiment with the LOT axions embedded in objects toys clothes in their everyday activities and measure a Series of quantities like acceleration forces temperature etc Almost all physical phenomena and fundamental laws of Mechanics as well as aspects of in disciplines like Chemistry gt and Biology can be studied using the data acquired by the LOT systems The open architecture of the axions and the user interface allow the adoption of the new ide
95. iefs about the learning processes of his her actual students in the classroom The teachers concepts and beliefs can be expressed as a great variety of possible surface structures According to Oser these combinations can be sys tematically described by the following Basic Concepts of teaching relevant to students The basic Concepts of t aching Learning by experiences ike par Deductive inductive linkage Search processes d Automatism Transformation ki Expressive aifect transiormation Problem solving Exctiange of social behaviour Learning of facts E e Identity development Concept learning Learning by consensus Mediation Meta learning E These models of teaching make the hypotheses of different learning methods into account They are independ ent of the teaching content Each content model is based on a section of the deep structure This part is called Basic Concept and contains all rules and theories that are necessary for this particular teaching model Operation sequences and apparent structure According to Oser the achievement of a teaching aim is determined by a chronological sequence of different operations related to the planned learning processes These operations are located on a level be tween the apparent structure and the deep structure Related to the intended teaching aim each Basic Concept is consequently justified by an operation sequence as the smallest unit of time structure
96. if the current experiment contains one 20 Sensvest Accelerator Sensor Charts Shows or hides the chart that contains accelerator sensor data 21 Pulse Temp Chart Show or hides the chart that contains pulse and temperature data 22 LPS Chart Show or hides the LPS Data Chart 2 6 Using the LOT User Interface Creating a new Experiment App aa at The User can create a new experiment by se Up New button in the toolbar or nl Eile New gt New Session File ae Si or by selecting the Start New Experiment option in the D ick Launch Form The en form Appears Je gt A ra Ee chat da WY _ ajaj xl D abb teca x fA cA Hai iil jo Commarea Put C _ Status Bar Liege Clicking ori the settings button will show the Experiment Settings form where all experiment settings are configured 5 0 0 When done the Play button will start sampling data from the base station At the time the sampling is over all chart and data manipulation functions are enabled and the experiment can be saved as a file for later viewing adi E get A Attention Please notice that every time you start new experiment you have always to configure the oa experiment settings again vy kr Opening An Experiment This is very simply done by just selecting the file you wish to open The Open Experiment dialog can be enabled by clicking the Open button in the toolbar or by selecting Fi
97. igh amount of different education aims may indicate that the learning environment is less confined This is because a less confined learning environment needs the teacher to be more flexible in respect to pursued educa tion aims in a given situation While PHX shows a similar distribution of teachers manipulative actions like BGS and HLG the teachers verbal actions are in contrast formed by a large amount of Discussing in all lesson types This is confirmed by students verbal actions which also consist mostly of Discussing Teachers and Students Media are predominantly the 138 experiment which relates to the tight connection between the amounts of teachers and students discussing The non profile behaviour at PHX concerning interaction types together with the above observations of similar lessons between type A and B leads to the assumption that both lessons have been Carried out by the teacher in a very special way This can be confirmed by the detailed analysis of the underlying video data performed in course of the analysis of students time on task andthe teacher s reports a very special experiment car jump ing through a loop has been developed and performed by the teacher _ Amazingly PIN is the only school in which testing has been en SES teachers verbal action The very same observation holds for the occurrence of seatwork as an interaction type Also less classroom discourse se
98. illumination conditions for the field of view The outdoor experiments might be affected by the climatic conditions which of course involve the A n parameter The basic architecture of the system is schematically shown in Figure 2 9 Two CCD cameras are positioned on the x y x z or y z levels The cameras must form a right angle between them in order to achieve the best accu racy At least 2 3 meters between the cameras and the field of view is required for the proper focusing of the test area Both cameras are connected to a PC which will be located nearby The system will record the trajectory of the object of interest and the relevant players during the proposed activity The cameras are connected to the personal computer through the parallel ports Two frame grabber PC cards are used Each camera has the ability to record 50 frames sec The LPS system is able to capture 25 active frames per second This is due to the parallel frame grabber s architecture that is utilized Since both cameras must be synchronized and each frame must be recorded at the same time the final capacity of the system is ote ak diminished from the 50 frames of the individual camera to the 25 Additionally to the position of the observation object the relevant time ec is recorded simultaneously for each frame By this way a few minutes video with the game will be produced Ce e E i The student will be able to recover to the PC screen _the frames from bot
99. in an overview of teachers and students activities with respect to the use of ICT equipment as well as the association between the use of ICT equipment and physics learning two category sets have been recently developed students learning related actions while working with technical equipment students time on task and teachers support related to students actions teachers learning support N following two figures provide an overview over the students time on task Figure Eg and the teachers Ke learning support Figure B2 during lesson phases with use of ICT B 1 Students Time on Task El Other Bl Teachers Demonst ation O Teachers Instruction OIET Scientific Models ECT Results BCT Techniques Bl Simple Measurments O Metrological Problems E idle Time due ta technical probleme El D ata procesing Ain m T E E an 8 P SU rm m E T e a a While for BGS and HLG the distribution of tasks over time is very differentiated EA shows a high amount of teachers instruction and teachers demonstration in lessons of type A and B as well as large amounts of teach ers instruction concerning lesson type C Additionally for lesson type C a considerable amount of idle time due to technical problems could be observed According to the teachers report this is because in the lesson of type C at EA teacher and students actually left the classroom to perform some real life sports while using the Lab of
100. iological parameters of the student pulse rate temperature body acceleration as well as the jumping af rate are recorded The experiments is repeated with different duration and jumping rate d u n IV Combined movements A student wearing the sensvest is making more complex moves while wearing the sensvest Figure 3 21 presents a typical diagram of its kind when the student sits and stands up walks runs and jumps Figure 3 21 mayo combined movements with the sensvest V Alternative Additional Experiments As alternative experiments the following can be proposed i e Repeat the former experiments with male female students and teachers to record possible differences e Repeat the former experiments with different degrees of effort and speed c Observation Discussion Discussion of theoretical issues based on the experimental activities Theory and experiment comparison E ud Examples deriving from daily activities to start a discussion on the misconceptions erg d Conclusion Drawing epi Students write down the conclusions from their experimental activities and the relevant discussions Nothing can be determined exactly by physical methods I There are significant variations in several physiological parameters dur physical activities e There i is energy consumption of human body during any physical activity e Consolidation Questions exercises and tasks aiming at consolidation of t
101. ion differences of 15 year old students performance between classes may no longer be detected by the TIMSS questionnaire but of course differences between pre and post testing According to former longitudinal studies by means of TIMSS testing an increase of one stand ard deviation can be expected as result of a one year instruction Thus TIMSS questionnaire results may show no differences of performance increase although the Lab of Tomorrow technical and pedagogical implementation still may have induced different learning processes Since the development of such an evaluation instrument requires consideration of content and time it was not possible to respond to this problem in the short time left after the change of schedule and the begin of the final run Additionally different students missing in the 1 and 2 test run and problems with making the data anonymous for different reasons students sometimes couldn t apply the same procedure twice which partially averted a connection between individual 15 and 2 run results limit the data analysis 116 Moreover the reports of the executing staff about the test procedure showed great differences concerning the discipline of the classes while performing the tests especially in some cases the tests were not performed individually Consequently a comparison between schools cannot be done in most of the cases and has to be handled very carefully NS um w Sa Vi
102. ion of the Lab of Tomorrow may additionally include 2 Worksheets in Mechanics Introduction into Kinematics e Worksheets on Interpretation of diagrams 1 2 lessons homework e Worksheets on Getting practice in measuring 2 4 lessons Choose EE d Ee on the time available and the general competence in science of the class room Teams of students iain out several simple experiments and work out the results Thus they learn about several methods of measuring about discussing and presenting the results and about different types of movement Experiments with the Lab of Tomorrow equipment As it was mentioned above the aim of these experiments is to get the students accustomed with handling the equipment and the software and with interpreting the graphs delivered by the software Carry out some of these tests with changing sample rates 10 100 Hz Initial Experiments with the Ball Let the hall lying on the Table Orientate the ball in such a Way that the x and y axis deliver the value 0 and the z axis delivers 1 Explain the reason How do accelerometers work the result is a three dimensional accelerometer The important parameter in the meas _ urements is that although we are referring to the sensors as accelerometers the actual measurement is the force exerted on each sensor in the respective axis in a certain time Taking into account that the inertial mass of the sensor
103. is constant then through the Newton s second law F m a you can have one to one correlation of force exerted on the sensor F and the a acceleration experienced by the sensor To avoid introducing any notional confusion to students it is suggested here to explain to them that what is measured by the accelerometers of the Lab of Tomorrow system is the the reaction force that the sensor feels at each moment Do not forget that the same applies to the accelerometer sensors of the Sensvest accelerometer Lab of Tomorrow eis MA File Edit Chart Tools Window Help 8 x DEU BE RARA RARA 9 09 09 08 DEMI dj Graphical Represantation v Experimental Data Graph Values Math Tools Sensors Number of STMs Axion Ball Yes 10s s Figure 3 1 The ball Experiment Time 1 min Communication Port COM iS Standing Still on Stopped Playback at 16x 00 00 a surface Asa OB A GAGS os B ab or tomorrow adobe Photoshop untit COS IARLESE sew li pa er The ball has embedded three one dimensional accelerometers combined in a way that yi We ftomorrov E Con uctin the experiment as it is prescribed above it will lead to results presented on the User Interface that are similar to the screenshot above 4 Eon The z axis will give back the value 1 This is because the on axis that feels any force is dis Z axis This has to _ do with orientation of the accelerometers axis of the ball
104. it garet with a soft towel The belt should be stored in a clean and dry place Battery Charging ee a E redi ae SE ac T e Eed MI TI gt i m m rr he battery of the Belt Assembly is a state of the art Li re type and can be En at 3 dag af si out affecting battery life To re charge the battery take off the belt switch it off and connect it to the charger provided The battery becomes fully charged at less than two le and provides bower for about SS mew of continuous operation Cor SSES f Attention The module i is not operational when charging is in progress io it should not be turned on during this process Leg and Arm Accelerometers GH ZC Power Supply The Leg and Arm Accelerometers have no power switch They are Switched on and off by the Belt Assembly whenever an experi ment starts and stops The module will also switch itself off if itis unable to communicate with the Belt Assembly for a long period of time Uo werd Battery charger socket Figure 5 7 Leg and Arm Accelerometer 194 i Operation The student should wear the Leg Accelerometer at his her leg and the Arm Accelerometer at his her arm When the Work Station issues an experiment start command the student wearing the belt and the accelerometers must stand in such away that the y axis of both modules is vertical to the earth s surface The student must remain in this position until the modules LEDs a
105. ith LPS and accelerometers a Toy cars in curves b Banking of curves C motor bikes in curves 5 Motion of rolling objects a Examination of different cylinders rolling down inclined planes with LPS possibly using coloured spots b Velocity and angular velocity C Potential kinetic and rotational energy d Momentum of inertia 6 Oscillatory motion a Small axion ball on a spring as a prototype of a simple harmonic oscillator also using LPS b Kinematics of force and energy in and basics equa tions of simple harmonic motion c Small axion ball on a string as a nearly harmonic os cillator also using LPS kinematics force energy and basics equations 3 3 Fi H iM i i E Getting started with Lah ol Tomorrow experiments Lab of Tomorrow can be used by any user who wants to explore Science and Physics in a more _ exploratory manner i e connected closer to real life conditions However initially Lab of Tomorrow has been designed to address the learning needs of students in secondary education Thus the analysis and the presen tation of Lab f Tomorrow experiments in this chapter has been designed to meet the needs of students 15 16 years old However this doesn t mean that the content of this chapter is not useful for other categories of poten tial Lab of Tomorrow users This paragraph indicates a minimum of competencies that are required for the user to possess so as to be
106. ith the User Interface The LPS system can be used additionally or in parallel to record frames that represent the motion of the ball so as to have a two fold verification of the theoretical data II Alternative Additional Experiments Ge As alternative experiment the following can be Dr sed The upwards vertical throwing of the ball to study decelerating motion as well Lab of Tomorrow C DOCUME 1 orfanak Desktop PEIRAM 1 KATAKO 1 KATAKO 2 LOT File Edit Chart Tools Window Help D aS ll 5 RRrRARAaARR HN 99H FA eb dj Graphical Represantation La Experimental Data lelx Graph Values Sensors 3D 3D Control Math Tools Reset All Rotate Camera Move Objects View Asion Bal Export amp Print SEEN Number of STMs 0 Axion Ball Yes 50s s Experiment Time 2 min Communication Port COM1 File Opened 0 00 C DOCUME 1 orfanak Desktop PEIRAM 1 KATAKO 1 KATAKO 2 LOT Figure 3 11 LPS data of a Vertical Throw experi Mstart 291 adz CO e fi Chapter 3 doc Mi llleaserverplorfan C Documents and Lab Of Tomorrow E84 ERAS 425p ment The vertical throw experiment will have similar results and diagrams with the free fall experiment if one conduct it with the axion ball It is very interesting though to analyse this motion with the use of LPS by studying diagrams like the one presen
107. ity e Consolidation Questions exercises and tasks aiming at consolidation of the acquired knowledge Refer to the relevant work sheet D Li r e ae A x 3 S e H F s 5 vc et 4 ati A 2 L a j 5 ze i Fr e we i en s F a a SC ob P ep er i i w Evaluation of Lab of Tomorrow R SCH S CA Si UE 108 AU Introduction en LI Wille modern technology occupies a major part in everyday life arid is commonly available in schools of today the technology itself does not provide support of the development of scientific concepts To many students working in a science laboratory is limited to manipulating equipment instead of manipulating ideas This is because of two reasons on the one hand modern technologicakequipment is seldom designed and developed with pedagogical aspects in mind on the other hand are pedagogical concepts seldom well adjusted t WO the special features and possibilities modern technology offers Therefore the basic idea of the Lab of Tomorrow project is to develop innovative pedagogical and technological approaches and to integrate them into a specifically designed learning environment in which the students shall be enabled to use technical equipment to reach the level of interpretation of observed phenomena in a shorter time and without needing mathematical compet
108. iver the temperature connector and read out circuit as well as the body accelerometer sensor Temperat re Measurements To conduct temperature measurements connect the temperature sensor to the available connector at the ANCHTBA V1 0 module See Figure 2 4 The temperature sensor should be placed under the armpit with the metal surface at the skin contact side Figure 2 4 Temprature Connector Heart Rate Measurements To conduct He E E the student should wear the Polar belt following the instruc tions in Figure ae i a i n CH Adjust the strap length to fit iens a and comtortabty Secure the strap around your chest just below the chest muscles and buckle it e Lift the transm tter off your chest and o Check that the wet electrode areas are d m ten the two grooved electrode firmly against your skin and the Polar Figure 2 5 Polar Belt Instructions areas on the back is in haer Upright position After the experiment has finished carefully wash the belt with a mild soap and water solution rinse d with pure water and dry it EU with a em towel UN belt should be stored in a clean and wy iud r D ati IE ir m Battery charging GN The battery of the module is a state of the art Li Polymer type and can be charged at any time without affecting battery life To re charge the battery take off the belt switch it off and connect it to the charger provided The battery becomes full
109. jectives of the Lab of Tomorrow project were based on emerging new technologies To foster students learning a set of new educational tools and learning environments based upon a pedagogical framework was developed The course of the project was accompanied by a detailed evaluation procedure to gather valuable information about implementation details and effects The three basic aspects to be evaluated were from a pedagogical point of view the students ed processes the pedagogical framework as wellas an ethnographic comparison As described i in section 4 1 no general increase in students performance and thus no enhancement with regaids to students learning outcomes measured by an internationally validated tool could have been verified From this can not in the end be concluded that there was no effect especially since the duration of the final run had to be cut down due to technical problems with the Lab of Tomorrow system The TIMSS questionnaire used is able to measure Scientific Literacy on an internationally validated Rasch scale which allows in general comparing the related performance of different groups on a classroom level But to compare the effect of a certain intervention like the instruction in the Lab of Tomorrow classrooms has been the increase as effect of the intervention has to be measured in a pre post design Clearly an increase of knowledge as an effect of an intervention is dependent on the dura
110. k and no observed executing or performing as students activity This reflects as a high amount of instructive teachers support In combination with a high amount of teachers instruction in students time on task and high amounts of making plans and lecturing as a teachers activity this conflicts with earning by SET as the major education aim especially for lesson type C For HLG similar observations can be made as for BGS High amounts of lecturing and EE can be ac counted for teachers verbal activities but less amounts of other verbal activities Moreover high amounts of executing can be observed regarding the lesson of type C as a special case with no executing Classroom discourse consists mostly of instructions given by the teacher too Therefore the same conclusion as for BGS can be drawn classroom activities are mainly determined by the teachers while in other phases students carry out activities discussed or planned in the preceding classroom discourse Again this is confirmed by a high amount of elaborating plan or goal as a content operation which on the other hand decreases from lesson type A to C That may lead to the conclusion that at HLG students work more independently in later lesson types This assumption can be backed up by decreasing amounts of instruction in classroom discourse and in teachers learning support Additionally the increase of other education aims may be interpreted in this context as follows a h
111. l lesson implementation Learning physics and modeling As described in section 2 2 the Lab of Tomorrow pedagogical framework and derived lesson plans have been developed along certain education aims like for example learning by experience To retrieve informa tion about the actual education aims of the teacher jn course of the accomplished lessons the video data has been coded into categories related to education aims considered most important earning by experience prob lem solving constructing theory The remaining education aims have been summarised ina category Other tive following Figure C1 shows the analysis of the education aims by lesson type and school C 1 Education Aims 100 00 El Learning by experience Bl Prablem solving O Caretructing theory 50 00 O Other aum 70 00 el iii vi E T E E un a D a m m a Tu n E Obviously earning by experience and other education aims are pursued most of the time Problem solving does not occur in noticeable amounts at BGS HLG or PHX at all and for EA only in lessons of type B It is observed in perceptible amounts for lessons of type A and C at PIN which can not be explained by the character of the PIN video data since the shares of other education aims remain the same For constructing theory higher amounts can be observed mostly for EA and PIN in comparison to BGS and HLG for all lesson types and for PHX in 13
112. latively easy in primary school level In higher levels this becomes less effective since the phenomena and the concepts under study like acceleration momentum transfer or energy conservation are more abstract In such cases technology is providing some help with the supply of educational scientific instruments and software Both the power and the problem with modern scientific instruments used in the school laboratories are reflected in the term black box that is commonly used to describe the equipment Today s black box instruments are highly effective in allowing students to make measurements and collect data enabling even novices to perform advanced scientific experiments based in most of the cases on advanced simulations But at the same time these black boxes are opaque as their inner workings are often hidden and thus poorly understood by the users Furthermore they are bland in appearance making it difficult for students to feel a sense of personal connection with scientific activity To many students a lab means manipulating equipment and not manipulating ideas Lunetta 1998 Electronics and computational technologies have accelerated this trend filling science laboratories and class rooms with ever more opaque black boxes Paradoxically the same electronics technologies that have contribut ed to the black boxing of science can also be used to reintroduce a vigorously creative and aesthetic dimension into the design of scie
113. ld be taken to perform every measurement from the centre of the lenses and not from the point that the camera is mounted on the wall Lines MA and MB starting from the centres of the lenses and meeting at point M should be vertical to each other Failure to achieve this Verse cement of the cameras will HR in a SC tematic measurement error Following this 3 axis orthogonal system four numbers should be determined a1 bi a2 b2 as they ar are set on picture 1 Once these measurements have been performed as accurately as possible then the user must go to the LPS PC desktop and find the file videograbber ini After opening this file the user must SE the d a SE parameters according to the measurements ala al bla bi a2a a2 b2b b2 All numbers should be set in cm No other parameter within the file should be altered Then the file Oun be saved and closed 4 Then the camera cables must be mounted from the one end to the cameras m from the other end to each camera adaptor box DC 700 Sony In the next step from the video 1 output of each camera adaptor box a BNC cable must connect this box with each one of the video grabber PC cards outputs This si should be done for both cameras 5 Finally before starting the measurement procedure the user should check if all the cable connections of the system are ok and then open first the power in the black camera adaptor boxes DC 700 Sony Then it should open the software and th
114. le Open TE area tz lee F aj eren rauhen ire Ma THIS EP Ges Fis ol ane rat on Tornoe es les d kal D Cancel selecting a file will result in the file being opened In the next Screenshot you can see an experiment opened as a file and a short description for every visible section of the form TE Ak DS hog Lo par qu d Elit aba prassi AJ jbari hi atsi f l las A tk cet TX Wk DE ans E eis D gt uhbhnnhna Toes sU i ly Graphical Represartation a Esperiseris Data Deh Vatues Math Tels Chart Area LE too m Shows or hides the clicked sensor data This Tick icon Timeline Slider represents a visible sensor Timeline Slider while the X icon represents a non visible one a Saving an Experiment By selecting File gt Save or by clicking the Save button in the toolbar the current experiment is saved under the name you choose If the current editing file was saved before then all changes are save under the same name If you select File gt Save As then the current file is saved under a new name even if it was saved before Importing LPS Data we ME Choose z ds File gt Import LPS The following form appears This form contains of two discrete sec tions The LPS Section and the Sensors section In order to import or merge LPS Data you must click on the Browse button of the LPS Section A valid mdb Mi _ erosoft Datab
115. looses contact with other objects and thus no reaction forces are appliedtoit The netforce shown on the graph by the sensors is zero Initially however our hand threw the ball upwards by exerting instantly a force to the ball This reaction force is observed and refers to peaks num bered 1 3 5 This is the case since in the experiment presented in Figure 3 6 the ball has been thrown upwards three times in the row The peaks 2 4 and 6 referto the three times that the ball was caught again by the hands while the letters A B and C refer to the time slots when the ball was on the air pF Using the Sensyesi p AS itis a yA elsewhere the sensvest consists of three two dimensional accelerometers on heart pulse meter and one body temperature sensor There is a large variety of experiments that include LoT user s partici pation in activities that can be studied with the new tools The following paragraphs aiming at providing some hints on what can be studied and analysed with the sensvest or what can by studied with the combined use of the sensvest the ball and the LPS i Lab of Tomorrow e x i noua an stand et E EE Em tw m fm NAH ET s Put ON the sensvest COM 1 dh Graphical Represantation Experimental Data ponents wear the belt and Pe Se the arm and leg sensors After setting up the sys tem and before started taking measurements sit on a chair wt Fg Sensvest 1 Body X axis DA Body Y axis RA Body
116. lou Rodoula Makri Michalis Gargalakos Petros senes University of Birmingham Chris Baber Anthony Schwirtz James Knight Science Educators Eilinogermianiki Agogi Sofoklis Sotiriou Stavros Savvas Michalis Orfanakis Manos Apostolakis Vassilis Tolias Yiannis Stavrakis Giorgos Babalis University of Dortmund Hans E Fischer Ruediger Tiemann Dennis Draxler Helene Lange Gymnasium Udo Wlotzka Ulrich Moellenkamp Juergen Hillmann Phoenix Gymnasium Thomas Daub Klaus Radtke Technical Senior Secondary School of Pininfarina Ada Sargentie Claudio Ferrero BG amp BRG Schwechat Peter Eisenbarth Markus Artner Manfred Lohr Michael Tichacek Our vision for the school of tomorrow is that it will not be an island a self contained campus a counterworld The school of tomorrow will be able to emit and absorb along different wavelengths be immersed in contemporary culture be open to the emotions facts and news of its time It will be permeated by society but not unprotected the relationship between school and society will be one of osmosis where the proposed pedagogical framework filters guides and acts as a membrane and interface The Lab of Tomorrow partnership 2000 Tees d Tea gi a n zd D Li r e ae A x 3 S e H F s 5 vc et 4 ati A 2 L a j 5 ze i Fr e we i en s F a
117. mum of students orientation it is a very important and significant variable which correlates positively with the students performance It offers the students the chance to link the teaching contents to their tes and their prior knowledge Lo They have the chance to remark he characteristics of an active and self guided learning process 5 Consequently learning SE must be designed on conditions that they are oriented to the student s prior knowledge For learning science this means to enable students to see connections to familiar problems relevant and impor tant for their lives Additionally the situated learning fosters the ability of transferring acquired knowledge to a variety of different situations One of the main objectives is to acquire the ability of self organised and self regu lated learning Schools should generate the conditions for the development of the competence to learn and as a perspective an autonomous learning This includes the development of meta cognitive learning competences like e g elaboration strategies or learning strategies and their application and usefulness Learning processes in the future will be embedded in communicative situations where teaching science offers good conditions by fostering communication and cooperation in students experimental practices For a content orientation the planned teaching topics should be based on a broad field of knowledge and ap plication The teaching seq
118. n e In horizontal throw the applied force e g by a hand continues to act on the object e g on the ball even if the object is no longer in touch with the hand Implementation a Stimulation Duration 20min e Presentation of selected video of the motion e Short discussion on the presented material e Track student s misconceptions as far as objects motion is concerned e Draw up a list on the blackboard with these misconceptions without any comments i b Experimental Activities Figure 3 13 Horizontal Throw Horizontal Throw Aball is thrown horizontally from an exalted surface Data are recorded with the LPS and the exact trajectory of the bal is constructed afterwards by the User Interface The mathematical analysis is done by exporting the data to an excel sheet li Alternative Additional Experiments As alternative experiment the following can be proposed e to repeat the activity with different initial velocities 4 z T i EE E PA 2 i d a er i ka RI d y d ki b ra ATA P We m Hat D a ia fw ji i a J 4 ka 4 ue NT Paneer ri i 2 w ja e ps FC S a ra a m ah ran ee eu pir arae Ie gi r EMEN Lage 2 mua e a a SD As uh ELE 1 ie t E UN r v mm z Ta a ECT ya zu ran e z Zb Sr arr a ep Sen T a 1 Fi E E 1 1 d Horizontal Throw camera frames of the LPS A chara
119. n open inquiry science laboratories Dor drecht Netherlands Kluwer Academic Publishing n ochecker H 1998 Integration of experimenting and modelling by advanced educational technology Examples from nuclear physics In Tobin K amp Fraser B Eds International Handbook of Science Education Dordrecht Kluwer Academic Publishers 383 398 Seidel T Dalehefte I M Meyer L 2000 Videomanual zur Videostudie Lehr Lernprozesse im Physikunter richt Kiel Institut fur die Padagogik der Naturwissenschaften D 1 ZER Js HM fly ey ma Ia WERL TE Paleari SINUS Report http bit mat uni bayreuth de an Stigler J W Fernandez C 1995 TIMSS Videotape Classroom Study Field Test Report IEA USA Stigler JW Gonzales P Kawanaka T Knoll ER Serrano A 1999 The TIMSS Videotape Classroom Study Methods and Findings from an Exploratory Research Project on Eighth Grade Mathematics Instruction in Ger many Japan and the United States Tiemann et al Lab of Tomorrow 5th pedagogical report 2002 Lab of Tomorrow internal document m be Weidenmann B 1993 Multicodierung und Multimodalitat i im Lernproze MAL d Issing amp P Klimsa Hrsg Information und Lernen mit Multimedia Weinheim Psychologie Verlags Union 65 84 174 D Li r e ae A x 3 S e H F s 5 vc et 4 ati A 2 L a j 5 ze i Fr e
120. naire Ss sae School Background Questionnaire The school background questionnaire was taken from the German SINUS project translated into English and sent to the headmasters of the participating schools The returned questionnaires have been proc essed electronically The data of the schools has been compared to find differences with respect to items with special importance for the Lab of Tomorrow project HLG did not return the questionnaire Items selected by this means are presented in the following table RE ou arge City rivate th to 12th course lt 9th grade 10th grade E 12thto 13th grade Computers available at school altogether aie W accessible for 15 year olds accessible for teachers only with internet access connected to local network per student Yal gt aaa m ololololojo accessible for administration only Particular educational profile MEE SC mathematics wo m e MEL Taa mo ee e physics natural science yes e Jno en missing Selence so o o e l Tew technologies Le yes rt aifig Si es eg Activities available to students m mathematics science field yes mathematics 3 science field Number s mathematics bh science field Participating new technologies es yes es eS new technologies Number Buen S new technologies Participating a 3 Ke I IE iind teaching ge DE DEE A mathematics
121. nd Multimedia at PIN in lesson type B again points to special lesson implementations 128 4 6 Students Media Blackboard or projection Bl Experiment or demonstration object O Mukimedia and Computer Owideo or audio recording Bl Notebook or worksheet El Textbook cn je Percentage of coding intervals B S CG i hi Les asf i The distribution of students media Figure A6 gives a slightly different picture Although a again Blackboard Ex F periment and Multimedia seem to be the most used media other media can be observed i ina noticeable amount e Especially in lesson type B where HLG and PIN students use Notebooks or Worksheets in a sensible amount This may be related to the teachers actual methodological approach ue A Interaction Types Percentage of coding intervals Bes HL FH FIH Bos HL PH A FIM Bos HL EH A FIM T A n A E C DI The analysis of the video documentation with respect to interaction types Figure A9 shows large percentages of classroom discourse for all lesson types except for PHX and PIN In the case of the latter this has to be explained again by the character of the video data which did mostly contain students working phases Still shares of Classroom Discourse decrease from lesson type A to C as one would have expected Correspond ingly the amounts of group work and transition increases For PHX the before mentioned indi
122. nnaire students learning processes Video Documentation Students attitude and aptitude regarding modern technological equipment ICT Questionnaire Lesson characteristics Teachers Questionnaire Lesson implementation Video Documentation School Background Question School background i Y em nale jo koi TIMSS Questionnaire The general idea and structure of the Third International Mathematics and Science Study TIMSS was described in great detail in the fifin pedagogical report Therefore it will not be furiner discussed here For the Lab of Tomorrow evaluation the TIMSS population Il test will be used It is designed for students at the age of 15 and suitable for the Lab of Tomorrow evaluation because its content matches with the content of the Curriculum of the participating countries and the content of the project In pre and post test different booklets will be used to avoid recognition effects Because of the TIMSS international studies rotation design pre and post tests will still be comparable 112 Video Documentation The use of video documentation provides the possibility of an international comparison but also requires a high standard for that purpose As a consequence strict video guidelines have to be applied The video material is prepared by the partners For their help two delt have been developed where hey will find information for high quality video shoo
123. no additional EE IS teaued by the user 190 Switch the module Belt Assembly Power Supply The Belt Assembly is the main part of the student set To switch the module on open de strap the belt and press the button Figure 5 2 on the AN STMBAN V1 0 module for about one 1 second until the LED flashes twice This LED is _ included in the AN Heart Rate Temperature Measurement CHTBA V1 0 mod AN CHTBA V1 0 ule see Figure 6 STM Radio Device BAN Device Once the module AN STMCPU V1 0 dis d AN STMBAN V1 0 is switched on the Zem all LED flashes every two seconds To off press the but ton until the LED flashes twice d ti A Charger Jack Bas a Flexi cable that interconnects Power Switch BAN and STM Radio Devices Operation The Belt Assembly consists of three main modules a The Student Set radio module AN STMCPU V1 0 which establishes the radio communication with the Base Station Unit Connection to AN CHTBA V1 0 Flexi Cable Figure 5 3 AN STMCPU V 1 0 b The Body Area Network radio module AN STMBAN which collects wirelessly via the BAN all data from the Leg Accelerometer modules Charger Connector Flexi Cable Temprature H lt Heart Rate Tem Connector perature Body Acceler ometer module AN CHTBA V1 0 AN CHTBA V1 0 which ow fi includes the heart rate oncoia receiver the temperature connector and read out
124. ntific instrumentation particularly in the context of science education The Lab of Tomorrow project introduces innovation both in pedagogy and technology It aims at developing tools that will allow for as many links of teaching of natural sciences as possible with every day life It will allow the student to link i e physics with physis Greek word for nature biology with bios Greek word for life and so on The Lab of Tomorrow project is developing a new learning scheme by introducing a technologically f advanced approach for teaching science through every day activities Science deals with the study of nature and the world around us so teaching science cannot be separated from daily experiences resulting from stu dent s interaction with the physical phenomena The connection of tangible phenomena and problems provides Students with the ability to apply science everywhere and not only in specially designed experiments under the laboratory s controlled conditions Nachtigal 1992 In the Lab of Tomorrow project the re engineering of the school lab of tomorrow is nfbpased by developing a new learning scheme based on the production of computational tools and project materials that allow high school students to use their every day life environment as the field where they will conduct sophisticated experi ments experiencing the applicability of the theoretical background given at school The partnership proceeded to the dev
125. nvironments Weidenmann 1993 Derry 1996 Even models of situated learning Mandl etal 1997 Roth 1995 can be seen as a combination of these two approaches taking into account the learning situation and motivating and communicative aspects which is an obvious weakness of radical constructionism As it turns out the main link missing in the learning process is that students do not learn sufficiently through experience but through a systemic model based approach which should be the culmination of learning efforts and not the initiation A particularly disturbing phenomenon that is common knowledge among educators is that Students fail to see the interconnections between closely linked phenomena in e g biology and chemistry or fail to understand the links ol their knowledge to everyday applications In most cases the physical quantities have become abstract for the Students and the experimental set ups alien or distant to every day experience Students are early faced with two separate fields school science and every day life s rules and principles such separation commonly leads to the formation of misconcepts Nachtigal 1991 School science explains adequately school science lab phenomena while preconceptual or misconceptual reasoning explains daily phenomena Various approaches try to bridge these two fields Nachtigal 1992 They converge in the wide usage of every day materials and means in the classroom something re
126. of more complex motions as superposi tion of known motions with LPS and accelerometer the user interface will help to split the complex motions into the underlying s im p e components which are stated in brackets b Bouncing balls with no horizontal motion free fall col lision vertical throw c Horizontal throw free fall and uniform horizontal mo tion d Bouncing ball with a horizontal motion uniform horizontal motion and bouncing balls with no horizontal motion e Projectile motion without air resistance vertical throw and uniform horizontal movement f Projectile motion with air resistance using for example different kind of balls and g shuttlecocks vertical throw and accelerated horizontal movement h Projectile motion with starting point and target on dif ferent latitude including sport i Examples long jump putting the shot j Motion of a system of particles motion of centre of mass and relative motion of a single particle k Particles 3 Uniform circular motions a Example spinning around an axion ball on a string of variable length b Measurements with LPS and accelerometers angular velocity period frequency angular acceleration centrip etal force c Angular momentum and rotational energy as a con served quantities d Centripetal and centrifugal forces measuring within an accelerated reference system using the axion ball 4 every day circular motions examined w
127. ol As can be seen there are no differences regarding the computer confidence and the computer usefulness values between the classes But significant differences can be stated for computer anxiety and liking BGS shows a 140 significantly lower computer anxiety than treatment and control class at EA and HLG even shows a lower one compared to EA s control class This corresponds with the results concerning computer liking where classes at BGS and HLG show higher means as the EA control class Moreover students at PIN show a significantly higher rating of computer liking than both classes at EA which corresponds to the higher use of computers in math Jessons at PIN It may be explained by the special technological profile of PIN Overall it can be stated as a trend that classes at BGS HLG and PIN show a lower anxiety and higher liking than Classes at EA TE second part of the ICT questionnaire was related to the Level of Computer Familiarity It consisted of 23 t2 different questions about availability usage and comfort of different IT based technological devices especially computers Each question could be answered on a 4 level Likert scale Following the above procedure the ordi nary values of 1 to 4 have been assigned to the answers whereas 1 corresponds with high and 4 with low familiarity frequency etc In a next step mean values per item have been calculated for each class Tus following
128. on balls can be used for this more realistic kind of collisions b Validity of conservation of momentum is shown in a more complex context Part Il Rectilinear Motion and Heat 1 Examination of a free falling axion ball as a prototype of a knew kind of motion a Examination of graphs of velocity and displacement b Introduction of the following laws s 1 2 a t v ds dt a t c a dv dt as the new physical quantity acceleration d Description of the motion as uniformly accelerated a constant e Introduction of the acceleration sensor f Comparison of data collected directly by the accelera tion sensor and data derived from the LPS g Momentum and energy are not constant 2 Re definition of force as the changing of momentum a F dp dt b As the mass m should be constant this means F m a c Newton s second law The time rate of change of momentum of a particle is equal to the force acting on a particle d Considering that momentum is a conserved quantity you can hence Newton s third law from his second law When two particles interact the force on one particle is equal and opposite to the force on the other e Other important forces e g gravitational force F m g with the above experiment additionally F gravitation G m m r 3 Closer examination of energy in uniformly acceler ated rectilinear motion a The accelerating force F has the same direction as the motion hence
129. or penalty kicks e Short discussion on the presented material e Track student s misconceptions as far as objects motion is concerned e Draw up a list on the blackboard with these misconceptions without any comments Le 4 2 4D Experimental Aclivities us WE l Kick and catch the ball One student is Wearing the leg accelerometer and kicks the ball towards SE stur die wears the arm Eet Lab of Tomorrow CDOCUME 1 orfanak4 Desktop OT DEL 14 KICKIN 14 GIANNI 2 LOT File Edit Chart Tools Window Help DEBE tahakha n 66 8t 8 E gt en a d Graphical Represantation La Experimental Data Graph Values Math Tools f Axion Ball e Sensvest 1 B Body A axis b i Body i axis a Body Module View PARSE eter oj me Number of 5T Mls 1 B 50s s 4 50e s L 50s s elles DES Axton Ball Yes ls Experiment Time min ee A Communication Port COM 1 104 Sensors File Opened 0 00 Berl O 2 6 ecd oe Figure 3 23 Data of kicking and catching the ball experiment CHDOCUME 1 jorfanaki DesktopiLOTPEI 1 KICKINe 1 GIANNI 2 LOT ch CE Doc 8 chapte Lab Of iF Adobe Si Adobe S Biswor Gade a Figure 3 23 is a very characteristic example of the verification of the 3rd Newton s law and the qualitative analy sis of a complex activity like kicking and catching a ball The black line refers to the total reaction force that is e
130. ot anklet and the ball By this way an accurate method for the verification of these measurements will be simultaneously avail able ze d LN d 4 SA i time parameter Then the student kan 2 9 The Lab of Tomorrow User Interface gen The axions give data in a format compatible with T and analysis software tools so that students can easily investigate trends and patterns in the data they coll ct with the wearable sensors A database and an advanced web based software tool have been created to process the received information The informa tion is retrieved and effectively classified in order to decode it and present it with the help of the graphical User Interface in a way familiar and adjustable to the student The main innovation of the approach is that students are able to study the physical phenomena emerging from their own activities and everyday situations and not only from specially designed experimental set ups with the use of simulated data Students through a sequence of steps involving data accessing plotting data on a graph creating a mathematical model to fitthe data and relate the graph with the motions of the axions provided by the user interface gain deeper understanding of the phenomena Necessary information may comprise diagrams of a variable versus an independent value kinetic energy vs distance mathematical models that make possible the interpretation of inform
131. own in the same fig Generator com ure represent the consequent bouncing zez ES IL oepe geeettegetregr per f start W c i Adobe Photo E LoT_GoGP_C Adobe Acrob CiDocument Lab Of Tom c of the ball aal YON ed e abeto stor soep PJacobe Aro Jetwoemen Frebottom GE Axion Ball Yes 50s s Figure 3 12 The axion ball data during Free Fall Horizontal Throw This lesson plan provides information and material concerning the experimental study of horizontal throw motion using the LPS Specific experimental activities are presented and several questions exercises and tasks are proposed to assist consolidation of acquired knowledge Duration EM i Classroom lesson 2x45min Noc REIR d ii Experimental Activities 29min Vocabulary horizontal throw Tools and Materials Axion Ball LPS plane surface exalted Aims and Objectives The students should T be able to distinguish that the motion as a whole can be analyzed in other independent separate motions e be able to distinguish the two simple motions free fall rectilinear with constant velocity that constitute hori zontal throw be able to describe verbally E y and graphically the laws of the basic physical quantities of the horizontal throw Student s usual eg e there are difficulties for the students to comprehend that horizontal throw is a complex motio
132. ppropriate time from all schools but HLG 118 4 4 Results This section provides a discussion of the project evaluation results TIMSS Questionnaire Ina d step the TIMSS questionnaires have been coded and processed according to the TIMSS international studies coding instructions That included in a first step a professional translation of non German questionnaires with respect to the items requiring free answers In a second step the electronically process d data has been verified by the International Association for the Evaluation of Educational Achievements Data Processing Centre IEA DPC located in Hamburg In a third step the IEA DPC computed individual scores for mathematics and science items per student according to the TIMSS95 scoring routines Finally the computed scores have been Rasch scaled to allow a comparison between the participating classes Math and Science Items The following tables list the mean avarage values of the pre test 1 st run and post test 2nd run along with the differences and standard deviations per school for the math and science results Significant dif JE are marked with an asterisk 7 ZP pa 1 A j te M3 120 CHEER Results Type Mean Standard Deviation 609 Treatment Tieatment Tre trherit Team Difference LEE al zur Les MM MN EE Deviation Standard Deviation Treatment 30 66 610 Hreatment 45 76
133. proach of the project and the basic concepts that govern the design of the Lab of Tomorrow lesson plans The second chapter describes the functionalities of the Lot tools in detail It includes specific guidelines for their use and technical maintenance In addition it focuses onthe Lab of Tomorrow User Interface and its capabilities not only for the demonstra tion of the collected data but also as a pedagogical tool The third chapter presents paradigms of good Lab of Tomorrow practice that are based on the pilot implementation of the project in five diferrent schools in Austria Germany Greece and Italy during the school period 2003 2004 These good practice paradigms mainly aim to support teachers during the implementation of LOT in their classes and should be conceived as recommenda tions to teachers in ofder to get familiarized with the use of axions and discover their functionalities The fourth chapter describes the evaluation methodology of the project and includes specific evaluation data referring to the project s pilot implementation In addition this document includes appendices that the user can be considered as a quick guide to the use of the systems and supporting material All these documents are necessary not only for the smooth implementation of Lab of Tomorrow but also for own evaluation purposes in order the make direct informal comparison between the proposed approach and the traditional approach in Science teaching This document
134. pter 1 The Pedagogical Approach of Lab of Tomorrow nroject Usually pre designed experiments are used in science teaching In the ein of the Lab of To morrow project students will be able to use the axions and the wearables to set up their own experiments which they will conduct autonomously In this way the procedure of scientific inquiry is fully simulated formulation of hypothesis experiment design selection of axions implementation verification or rejection of hypothesis evaluation and generalisation are the steps that will allow for a deeper understanding of the science concepts The partnership believes that the proposed approach will act as a qualitative upgrade to everyday teaching for Several reasons Motivation Students are more likely to feel a sense of E investment in a scientific investigation as they will actively participate in the research procedure and will add their own aesthetic touches to their intelligent toys and cloths Extending the experimentation possibilities The axions can serve as spurs to the imagination promoting stu dents to see all sorts of daily activities as possible subjects of scientific investigation The proposed procedure will be freed from the pressing time limitation of the teaching hour 2 LS Developing critical capacity Too often students accept the readings of scientific instruments without question When students will get involved in the proposed activities for example by me
135. r attending the Lab of Tomorrow lessons needs to be assessed first Another important aspect in the evaluation of students learning is the actual course of the students learning processes Since the learning processes in a technology based learn ing environment like the Lab of Tomorrow mainly depend on the students abilities in the usage of the technologi cal equipment it is important to evaluate the students attitude and aptitude using modern technology Therefore the following research targets can be formulated as to the evaluation of the Lab of Tomorrow o otudents performance before and after attending Lab of Tomorrow lessons o Students learning processes o otudents attitude and aptitude regarding modern technology o Lesson implementation 110 The evaluation of the pedagogical framework is tightly related to the actual lesson implementation o School background To correlate different results to different ethnographical situations background i torsion about the respective school is needed e i The ethnographical evaluation has to be based on the different participating schools That is the above char Aacteristics of the evaluation of 2 learning and the pedagogical framework have to be compared in this Lo aspect Methodology The evaluation of students performance in an international project like the Lab of Tomorrow project requires an assessment tool that is able to cope with the diffe
136. re turned on and remain lit This means that the activation signal has been received After a while the LED will switch off and start blinking This means that the experiment has started and the sensors are gathering data The LED will switch off permanently when the experiment stops and are not taking part in the measurements should be placed in the horizontal Attention All the Leg Arm accelerometers that are located in the vicinity of the experiment area position in order not to interfere with the working system Battery Charging The accelerometer modules have the same battery type as the Belt Assembly The same charger is used to re charge these batteries The battery becomes fully charged at less than two hours and provides power for at least 45 hours of continuous operation and for months when in idle state Attention The module is not operational when charging is in progress Attention When an Arm Leg Accelerometer is in the horizontal position it does not search for activation signals For this reason place the accelerometers horizontally when you store them for long periods as this will extend battery life La Pr LI by D Se W I Ge D irm ta m TET E igh 74 24 spe oe e x wk o je Ki d i a lm im Power Supply To power on the Ball Module press the switch momentarily Yes using a ball point pen or a pencil Do not use sharp objects _ JEL to press the switch
137. rection 4 Complete evaluation of single steps Repetition of operation 3 and 4 until automatism 9 Discrimination of situations of application and training of discrimination Basic Concent 7 Motility Motility is fostering and grounding on an expressive transformation of affective states of excite ments Like contemplative learning this model might not seem suitable for science teaching and learning Nev ertheless also motility enriches the possibilities of different teaching methods Oneration Sequence 1 Explanation of ways to reach motility 2 Creation of anxious expectation presentation of an object or phenomena which is suitable for creating an anxious expectation 3 Cognitive restructuring of accumulate energy and inducing of a creative GC 4 Creative transformation of this energy e Strengthening and transferring of these experiences y comparison with results of strange transfer SE esses Basic Concept 8 Dynamical social relationshins The operation sequence maintains a reflection of spontaneous actions in social contexts The se quence can be combined with other learning methods for fruitful outcomes for example experimental laboratory work This implies that the following operation sequences must initiate another basic model bi its operation sequence respectively for a methodological situated construction of dynamical social relationships Operation Sequence 1 Holistic r
138. related to the PIN special education focus as a technical school An additionally interesting aspect seems to be a higher security at BGS EA HLG and PHX which is expressed by significantly lower events like stealing or anxious ness of being hurt This DE fundamentally different social backgrounds of the students at the participating schools Concerning math and P NE a demonstrative difference between EA and all other classes can be stated students at EA receive a significantly higher amount of extra lessons in math and science This peculiarity might explain why no significant math or science performance differences could have been observed for students at EAT and EAC Both groups had obviously the same amount of extra lessons Other remarkable distinctivenesses concerning math and science background items are Students at BGS and PIN like math significantly less than students at PHX and EA and additionally students at BGS like science significantly less than students at all other schools except PIN This may account for the bad results at PIN and the missing significant changes at BGS Obviously computers are used more often in math lessons at PIN in fact signifi cantly more often than at any other participating school This will have to be kept in mind when analysing the ICT questionnaires in detail 122 So basically it can be assumed that a different social and educational background holds the responsibility for missing math
139. rent national conditions of the participating countries namely language school curricula and culture A reliable questionnaire accomplishing these qualities has been used in the scope of TIMSS The items of the TIMSS questionnaire are Rasch scaled which allows the comparison of different topics and countries on a large scale related to students performance To allow an attribution of the actual test results to the specific Lab of Tomorrow lessons the evaluation will be organised as a pre post evaluation with treatment and control groups in one country One method for the empirical analysis of learning processes is video documentation Since the structure of the project and its large extent is not suitable for a detailed analysis of learning processes only essential key ele ments of the lessons are taken into account To assess students attitude and aptitude regarding modern technological equipment an ICT questionnaire is used An extensive literature survey concerning ICT questionnaires showed that surprisingly few studies deal with this topic Additionally most existing questionnaires are often used without further evaluation and are not taken up modified and re evaluated by others Also a lot of questionnaires are considerably out of date Since it seems inefficient to develop a wholly new instrument the questionnaire in line with the Lab of Tomorrow evalu ation will be constructed from several questionnaires thereby balancing their weakn
140. s from 0 to 4 and then 0 and 1 and so on Each time that the accelerometers show their initial values it means that the bal bas completed one cycle while roll ing and this is one simple way to count the number of rolls Notice that the way the acceleration values of the Sensors x y Z are changing depend among others on the initial orientation of the ball Holding the ball Move the ball upwards and downwards several times with alternating speed Explain the different heights of the peaks What does module 9 File Edit Chart Tools Window Help lal xl mean D MI 85 f ca 8 da s fa qa 9999 Dre ta di Graphical Represantation 2 Experimental Data Graph Values Math Tools Sensors el Axion Ball Pf Module uem D Y axis B Z axis View AxionBal 5 PIE PI lez Number of STMs 0 Axion Ball Yes 10s s Experiment Time 1 min Communication Port COM1 Figure 35 Holding and mov Stopped Playback at 16x 00 00 ing the ball with the hand start ZH a8 cds I Sle Documen vi LoT_GoGP_ tab of Tom adobe Phot qQ OEC 5 SSB 11 09m When someone is holding the ball the sensors record the reaction force exerted from our hand to the ball This means that if we are not moving our hand at all the reaction force N that we exert with our hand to the ball is equal to the weight of the ball However almost always there is a light or le
141. s that are time unrelated You must choose the correct files the Date And Time re ports are very help ful for this manner selecting unrelated files can have unex pected results when viewing the file at a later time For the above reasons it is suggested that experiments containing sensor and LPS data should be conducted in the following manner start of LPS Data Sampling j the LoT software First starts sampling data from Start of Sensor the sensors A few seconds Data Sampling later the LPS can start sam pling data but the process must be stopped BEFORE the LoT software has stopped sampling 98 End Of LPS Data Sampling End of Sensor Data Sampling ud FF ee 2 7 Using the Video Grabber Software The video grabber programme is the software 7 vi deo Grabber E Position Loc Video Database View Help Video Parameters Scale used for gathering the LPS camera frames and for creating the database of measurements In order to use the video grabber successfully it is suggested that you will follow the following steps 1 Start the software Video Grabber 2 Choose the video scale recommended half size 3 Initialize database erase previous data 4 Creating videos A Button overview Z open camera close camera start recording stop recording i Video latabase view Help Use this button to open the two video windows
142. ss light trembling of our hand which can been also noticed at the left hand side of the Figure 3 5 Moreover when we move our hands holding the ball up or down a force exerted on the ball is imposed by our moving hand and peaks like those that are pre sented on the right hand side of Figure 3 5 are observed Note that the graph presents the values of the module of the force exerted on the ball in respect of time Thus the peaks are always in the positive value part of the graph and each one of them can refer either to an upward or downward movement pl on the SE conditions of the experiment TET Po dM ki b wi Throw the bal vertically upwards several times and catch it in an alternating manner How long does the free flight last Explain the different heights of the peaks when catching the ball I Lab of Tomorrow HAM File Edit Chart Tools Window Help 18 x D a il 55 amp 7 amp n 9a da 3a f 7 8 E gt DER si Graphical Represantation v Experimental Data Graph Values Math Tools Sensors Fed 2 d axis fa Y axis D Z axis omi aly Number of STMs 0 Axion Ball Yes 108 s Experiment Time 1 min Communication Port COM1 Stopped Playback at 16x 00 00 Figure 3 6 The ball is Astar O FO m o AS 8 Acipou Lor co Arabo adobe r Osce 695 6280 121m thrown up 82 VW When the ball is thrown up and is moving on the air it
143. starting pomis and implementation of this prior knowledge into the learning process Basic Concept 2 Structure transforming learning developing fostering learning This model is based on the ideas of the conceptual change approaches The recognition of new knowledge elements that cannot be fit into already existing structures generates a cognitive conflict Piaget 1977 calls this process of integration of new concepts accommodation Oser 1990 describes this model for learning as an element to judge in moral situations For teaching science it can ea i be modified for learning scientific contents Bes d Operation Sequence 1 Rattling of the learner in his way of thinking and de equilibration of existing structures concerning social and or moral and or political values 2 Disintegrate existing knowledge structures and recognition of important new elements discussing advan tages and disadvantages of different suggestions seeing different ways of reasoning gt i T3 Integration of the new elements change of values and relationships as a consequence transformation of the structure or dismantling of old elements 4 Boutan 4 Testing and securing the new structure by transferring to new contents Basic Concept 3 Problem solving PEN KO In contrast to the general understanding of problem sohing in science education research model gt problem solving i is not understood as a meta competence but related to the way of r
144. t COM1 Stopped Playback at 16x 00 00 Mstart 2 Or a2 cose I Sc Docu Sort Go adobe P rab Of LSDa SSI 11 38 Figure 3 8 Walking around while wearing the sensvest 83 VW VW Walking around while wearing the senvest gives back graphs similar to Figure 3 8 This time the attention is focused to the leg and body acceleration modules The interest is in the number of the peaks which refer to the number of the steps that are made by the user Moreover it can be noticed that each time that a step is made there is a respective reaction force that is sensed by the body accelerometer sensor However the force values recorded by the last sensor is not as high compared to the forces sensed by the leg sensor which is reasonable Since the body is not moving or vibrating so much as the edd does ina SE i a E i Jum 5n EB Lab of Tomorrow File Edit Chart Tools Window Help SA D E El 85 a a L fn a da 3a 9 8 6 BE HA i Graphical Represantation v Experimental Data Graph Values Math Tools Sensors Sensvest 1 B Body X axis B Body Y axis RA Body Module i Si Body Module 7 51 Leg Module DE Leg X axis B axis Leg Module ff nf al Number of GTM 1 B 50s s 4 50s s L 50s s P 0s4s T 0s s Axion Ball No Experiment Time 1 min Communication Port COM1 Stopped Playback at 16x 00 00 steel O 2 HAAS O
145. t f r Didaktik der Naturwissenschaften 4 Jg 2 41 52 Fischer H amp Reyer T 2000 Instructional Process and Teaching Methods in Physics Education Concerning Teachers Teaching Concepts Ini CHE Research Methodology and Research Aims ESERA Summerschool Gilleleje Denmark Glasersfeld E v 1995 Radical Constructivism A Way of Knowing and Learning Washington Farmer Press Knight J Baber C Schwirtz A and Bristow H W 2002 The comfort assessment of wearable computers 6th International Symposium on Wearable Computers New York IEEE Computer Society pp 65 74 Lab of Tomorrow Lesson Plans 2002 Lab of Tomorrow internal document Lab of Tomorrow Teachers Workshop proceedings 2002 ed Sotiriou S Orfanakis M EPINOIA S A ISBN j 960 8298 90 3 Lunetta V N 1998 The school science laboratory Historical perspectives and contexts for contemporary teaching In Fraser B J amp Tobin K G Editors International Handbook of Science Education Dordrecht Klu wer S 249 264 Lazarowitz R 8 Tamir P 1994 Research on using laboratory instruction in science In Gabel D L Ed Handbook of Research on Science Teaching and Learning New York Macmillan 172 Mandl H Gruber H amp Renkl A 1997 Situiertes Lernen in multimedialen Lernumgebungen in L di Issing a P Klimsa Hrsg Information und Lernen mit Multimedia Weinheim Psychologie Verlags Union 167 178
146. table provides the list of items together with the respective mean value for each class Eegen SUF SAE ER is Weweemd f 19 ia 20 38 2L 8r f Graphics Ze 23 1 29 p26 a An analysis of the provided data reveals that classes at EA show a lower than average level of computer familiar ity The treatment class for example obtains only a higher than average result for programming a VCR using an auto ticket machine and frequency of gaming The control class of EA provides slightly more higher than average results which is potentially related to the higher availability of computers See results of the first four items The means of both classes are lower than BGS and HLG for almost all items Therefore the trend that has been identified in the questionnaires first part is confirmed by the analysis of the second part It can be expected that 142 at least BGS and HLG perform better when handling technical equipment especially computers than EA This is presumably due to a higher than average availability of computers for students at BGS and HLG and a lower than average availability for students at EA This would be an explanation for the significant increase in science performance at HLG Still there has to be another major factor to be taken into account since there is no significant increase in science or math performance of students at BGS although those hold very good results with respect to the ICT question
147. ted since the students do a lot more j3 autonomous work in lesson type C Answering contributions are low for all schools and lesson types except EA where Answering takes place a lot in lesson types B and C Testing could not be observed for all Schools but for PIN where obviously a considerable amount of testing takes place for all lesson types Figure A 2 shows the teacher s manipulative actions again for all schools grouped by lesson types A 2 Manipulative Teachers Action El Graving Bl Assembling Preparing O Disassembling Clearing Away Ow riting C aleulating Bl Grientating Making plans El Executing Performing Demonstrating I L m E n a D a m F m l n a al Ul 126 Noticeable amounts of Assembling and Executing can be observed for all schools In case of Executing mostly in lesson type A in case of Assembling mostly in lesson type C Lesson type B seems to be a transition in this regard The shares for PIN are low in comparison which applies for all PIN manipulative teachers actions Al though Assembling occurs in a considerable amount Disassembling can not be observed besides very small amounts in lesson type B Orientating respectively Making Plans can be considered important only for EA les sons Verbal students actions are shown in Figure A 3 4 3 Verba Students Action El Lecturing Holding a monologues Narrating BCscussing Taking part in a dialog O Ques
148. ted as a direct consequence of a teachers directive The amounts of Drawing and Writing at HLG in lesson type B and Writing at PIN in lesson types B and C seem to indicate that special lesson implementations have been carried out A Teachers Media El Blackboard or projection Bl Experiment or demonst ation abject O Multimedia and Computer Ovideo or audio recording Bl Notebook or worksheet El Textbook Bl Private notes or register Percentage of coding intervals E rm m Gi TI 7 E I m n TI pi Gi n Ll Gi LH 7 CH on o E Gi Obviously the teachers only used three out of seven media Blackboard or projector Experiment or demon stration object and Multimedia including computers In all lessons of type A the blackboard is used at least the second most This is the same in lesson type B for BGS HLG and EA although the absolute amounts de crease The large shares of Blackboard at BGS and PIN in lesson type C which contradict the lesson type may be related to the teachers using a projector along with multimedia or a computer while at HLG and EA only the computer may have been used This is in particular the case for the HLG which owns a mobile computer lab containing notebooks so that the students can follow the teacher by means of their own media Otherwise for the use of experiments no special scheme or profile can be identified The remarkable use of experiments at PHX a
149. ted in Figure 3 11 c Observation Discussion e Theory and experiment comparison Comparison with the ideal theoretical case of each motion Case e Examples deriving from daily activities to start a discussion on the misconceptions d Conclusion Drawing e a Free fall time is the same for every object regardless of mass variations e Physical Quantities mathematical laws graphical representations Be oun TES Experimental calculation of the acceleration of gravity using the initial height of fall or the time of flight of the ball Em Ve Lab of Tomorrow C DOCUME 1 orfanak Desktop PEIRAM 1 FREEFA 1 LOT File Edit Chart Tools Window Help D d El 85 RRRARARR N 6 6 8 8S gt DER Questions exercises and tasks aiming EEE 3 Graph Values Math Tools Sensors at consolidation of the 1 e Consolidation acquired knowledge In Figure 3 12 which is a typical dia gram of a free fall of the axion ball the area A refers to the time of flight of the ball while the peak 1 refers to the force that is exerted on the ball when it hits the ground The time of flight can provide the height of the fall experimen osi tally If the height of the fall is known sy d Ge then the acceleration of gravity can be at experimentally calculated by the time a of flight Number of STMs 0 The rest of the peaks and time of flight e period that are sh
150. ting ep sg Documentation of the IST project Lab of Tomorrow E 4 PART I Checklists for video taping n Documentation of the IST project Lab of Tomorrow PART Il Guidelines for video taping The video material is digitalised and coded by the partners before they send it to the evaluation team for that purpose a coding seminar is offered The video documentation thus is carried out once for every lesson Later it is analysed in respect to the different research targets ICT Questionnaire The ICT questionnaire was constructed of two evaluated assessment tools the Computer Attitude Scale CAS which examines computer anxiety computer confidence computer liking and computer useful ness and the Level of Computer Familiarity of TOEFL Examinees Teach rs Questionnaire The teachers questionnaire is supposed to provide an overview in broad outline of the lesson implementation It contains questions regarding the number of students the topic of the lesson the type of experiments carried out which modules of the Lab of Tomorrow system have been used and the estimated learning outcome School Background Questionnaire The school background questionnaire is most important to assess specific school characteristics The questionnaire consists for example of items concerning the size of the city the schools educational profiles activities social background its number and distribution of teachers as well as co op
151. tion of the intervention Regarding international results an increase of TIMSS test results of 1 to 1 5 standard deviations can be expected as an effect of one year instruction The results of the tests in the evaluation of LOT show a not significant increase of knowledge in most of the cases but it is principally not possible to expect different increases dependent on different treatments as an effect of 3 month instruction The absolute differences and the development of certain classes can be related to different social and educational backgrounds of the schools and the classes as could be derived from the e a items of the applied TIMSS questionnaire As a result of the video documentation lesson profiles could be observed that clearly demonstrate that the les sons held in course of the Lab of Tomorrow project reduce the confinement of the learning environment Thus the Lab of Tomorrow allows a higher participation and individual development of students Additionally quite detailed school profiles have been established though those could not be related to the schools performance results An analysis of the ICT questionnaire revealed that classes at EA have a lower than average level of computer familiarity In contrast classes at BGS and HLG endue higher capabilities when handling ICT equipment This does on the other hand not generally lead to a better performance as discussed above From the data assessed by the School Background Questionnair
152. tioning O Answering Giving reasons 5 3 B i D Ui P m E P anm TI A a Ji m F D m D While no noticeable amounts of Lecturing can be observed again high amounts of Discussing are revealed at PHX EA and PIN for all lesson types and the smaller amounts at BGS and HLG in lesson type A still increase to lesson type C Large amounts of Answering and still considerable amounts of Questioning can be stated for all schools and all lesson types Although those do not follow a special scheme this complements the respective verbal teachers actions Thus the observed verbal students actions fit well with the observed verbal teachers actions Figure A4 presents manipulative students actions 4 4 Manipulative Students Action Elprawing WAssembling Preparing Obezsembling Clearing Away OWWriting Calculating M Executing Performing Demoretrating wal Eh ZS S i D Percentage of coding inter B B ais rrr STT E m di o I T Go m di an E I I m While Assembling shares are quite low for lesson types A and B they increase in lesson type C That seems plausible considering that in self organised group work more Explaining and thus Drawing would be needed as often used in scientific explanations The high shares of Executing for lesson type A which decrease to les son type B and C are irritating They may be explainable if Executing is interpre
153. ttedly the amount of elaborating plan increases for EA from lesson type A to C where it is accounted for almost the whole lesson While generalizing occurs in relatively low amounts applying can be observed in higher amounts for all schools but HLG Formulating does furthermore appear only at EA and PIN and at BGS for lesson type C Overall it seems that no special scheme of lesson type or per school can be finally and reliably determined Summary As a result of the video documentation lesson and school profiles with respect to the use of the Lab of Tomorrow system can be identified Again it is to be noticed that these are individual profiles that are exclusively related to the respective class and teacher The analysed lesson types were introduction into the Lab of Tomorrow system A simple experiments with the Lab of Tomorrow system B and self planned experiments with the Lab of Tomorrow system C Therefore the confinement of the environment by teachers instructions is reduced from type A to C while students participa tion should increase As described the amount of lecturing by the teacher mostly decreases from lesson type A to C while other amounts of verbal teachers activity remain the same The overall amount of verbal students activity increases on the other hand mostly Disusing and Questioning although no special category based profile can be found Regarding students manipulative actions a decrease of E
154. ty to describe their individual learning pathways and their individual solutions of problems Creativity efforts and flexibility must be acknowledged A teaching method contains the teaching sequences worn e structural elements of ways of teaching and learning Task oriented lesson plans Regarding actual research in science teaching and que the structure and the transparency of lessons are crucial features of teaching Both are organised by task orientation e g according to the results of SINUS 1 In the Lab of Tomorrow profe the lessons are organised in tasks according to two different levels of under standing so two sequences of tasks are offered to students like to perfect pathways for conceptual growing For the tasks all problems are well described in literature concerning e g preconceptions or problem solving processes so parallel to the two pathways alternatives with learning aims according to these problems are offered Such a structure requires small learning groups to enable individual ps with the offered U nomena Moreover those tasks have to be arranged in conventional so called learning cycles D Li r e ae A x 3 S e H F s 5 vc et 4 ati A 2 L a j 5 ze i Fr e we i en s F a a SC ob P ep er i i Chapter 2 Technical description of the Lab of Tomorrow system SCH This chapter aims to h
155. uences must be build up in a way that knowledge can increase and link Learning processes in science are orientated to the typical increasing complexity in science An increasing process of finding systematic and rules amore and more theoretical guided model building on the basis of an experimental extraction of a part of reality are features of each scientific inquiry The necessary systematic long time planned and cumulative learning contributes to a well arranged internal linked and in different situation flexible adaptive knowledge Of course the school is a part of the student s life but learning in school can only be successful if the contents are also relevant behind the border of school reality There should be a guaranteed link to future learning proc esses Summarizing these aspects teaching and learning in science is successful if it will be possible to realize a sequence of topics that equally guarantee a systematic learning vertical knowledge transfer and situation orientated learning with every day tasks and problems horizontal knowledge transfer A method orientation expresses the possibility for the students to learn the necessary subject and cross subject methods In the learning groups there should be occasions for dialogs at first guided by the help of a teacher but more and more autonomous and aimed at the development of scientific orientated conceptions and ton cepts The students should have the possibili
156. uld have only a tiny mass axions would have been produced abundantly in the Big Bang and relic axions are an excellent candidate for the dark matter in the universe The second reason is the word game between axion and action and applications that can be used for any job in any office This seems to take good business sense with most people finding most of the functions useful Nevertheless it also leads to claims that he MEN of the functions offered will not be used by the majority of users Norman 1998 B e SS Norman s proposal is that future computers will offer restricted function sets and that eo will select the function set most appropriate to their defined requirements He calls this activity based computing since computers will De designed to support specific activities This would mean that the wearer would have less equipment to operate and carry and it could also mean that interaction with the computer could be SE l L via familiar objects and products In Lab 0f Tomorrow it is believed that activity based computing extends the basic assumptions of user centered design and requirements engineering because it allows considering the architecture that might be appropriate for a specific wearable product The approach which has been adopted in the framework of the project is to use scenario based design methods as a means of defining suitable applications of wearable technology Cha
157. unctioning ANCO Axion System hardware has the capability to allow for a replacement of the damaged device with an Arm Leg a from another Student set 5 2 L RR 2 Before describing the replacement procedure it is important to clarify the following The two Student Sets wg tion at different frequencies namely channel 1 for the Student Set 01 and channel 2 for Student Set 02 Thus if there is a need to replace an Arm Leg Accelerometer with a module from another student set the user then has to change the channel of the new module to the channel of the Belt Assembly used In order to tune the new Arm or Leg Accelerometer module to the channel of the Belt Assembly the following Steps should be followed 1 During the migration procedure one Belt Assembly one Leg and one Arm Accelerometer are required even if only one Leg Arm Accelerometer module has to be tuned 2 Make sure that the Belt Assembly is switched off and that both Accelerometer modules are in a vertical to ground position Also make sure that no other Leg or Arm Accelerometer in the vicinity is active in a vertical position 3 Press the Belt Assembly button rau for 15 seconds After this period the Belt Assembly LED will llumi nate constantly 4 Once the tuning process has on ied successfully the LED indicator of the Belt Assembly will switch off In case that for some reason the process has failed the LED indicator will flash twice just before swit
158. xecuting seems at first surprising On the other hand if One assumes that Executing has been understood as a students manipulative action following from a teachers directive the decrease seems reasonable It includes a decrease in the use of the blackboard or projector and multimedia or computer as teachers media The distribution of interaction types shows as well a decrease of classroom discourse phases in favour of group work and transition phases Concerning computer use and learning physics learning physics and modelling and the application and transfer of knowledge no lesson type profiles can be established Nevertheless may lesson profiles be detected that cor respond to the pedagogical framework which is a matter of transeunt analysis Regarding school profiles the participating schools have been compared with each other this reveals high amounts of teachers activities in Lab of Tomorrow lessons for all schools For example the teacher is still lectur ing for about 60 percent of the lessons in all schools for all types of lessons Moreover the teachers manipula tive actions consist mostly of making plans or drawing or writing The above described development of interac tion types during the different lesson types can also be observed for all schools except for PIN which has to be handled carefully in school wise comparison because of the special nature of the provided video data 136 The BGS shows the high
159. xerted on the ball while the blue and red lines are the reaction forces sensed by the leg and arm sensors respectively At instant 1 a peak is presented in the diagram both for the leg and the ball The values of the peaks are almost identical which represents the verification of the 3rd aw The peaks of the leg sensor before instant 1 represent the motion of the leg while the ball at the same time is still on the ground not moving The 3rd law is again verified at the instant 2 which represents the instant that the ball is being caught by the other student s hand Again the two reaction force peaks of the ball and the arm have almost the same value The time interval between instants 1 and 2 represent the time of flight of the ball d ri PN V Alternative Additional Experim nts Y E As alternative experiments the following can be proposed e Repeat the former experiment with male female students and instead of catching the ball kick it against the wall C Observation Discussion Discussion of theoretical issues based on the experimental activities e Theory and experiment comparison k e Examples deriving from daily activities to start a discussion on the misconceptions 7 aa d Conclusion Drawing St dents write down the conclusions from their experimental activities and the relevant discussions e Nothing can be determined exactly by physical methods a TNT e Action has its reaction e The only universal force on earth is grav
160. y charged at less than two hours and provides ee for bau 3 5 hours of continuous e E Operation i i ap A Attention The module is not operational when charging is in progress and it should not be turned on during this process Leg and Arm Accelerometers Power Supply gt The Leg and Arm Accelerometers have no power switch They are switched on and off by the Belt Assembly whenever an experiment starts and stops The module will also switch Itself off if 1 is unable to communicate with the Belt po DI for a long period of time Figure 2 6 Leg Accelerometer e 1 M i 2 i 1 Di yi ki ki si grd rl r A d gt AM T a dent en a Ke e d 3 k P E x km j 7 di NW bai e i i 3 1 d st z e e n p EIS D zb a PL de 4 4 ai O i 1 i n YT 8 S n 2 ILLUS ZE LI l ko d d a 4 F A CR e 4 T TEL ki 13 d Y bi i av o i a E TEM La rar EU SER 1 T m F Y T oy pa 3 E 4 a s kW A J h ki Ji i wi Operation To The SU should wear the fet kaka at his her leg and the Arm Accelerometer at his her arm When the Work Station issues an experiment start command the student wearing the belt and the accelerometers must Stand in such a way that the y axis of both modules is vertical to the earth s surface The student must remain in this position until the modules LEDs are turned on and remain lit
161. ys from general terms until detailed lists of features For the Lab of Tomorrow project concepts should satisfy the following requirements e Importance of the concepts and contents for everyday life e Significance to prove scientific literacy e Enabling student s communication about physics oF As a Situation close to reality OECD PISA 2000 puts forward situations containing problems related to individu als members of the society or citizens of the world In addition historical information can be integrated in order to gain an understanding of progress of scientific knowledge EAT wu wh Scientific Processes Scientific processes are predominantly mental actions like the interpretation or the assessment of data to organize mental manipulative and or social activities Thus they are always related to a specific si content dc p SE Based on the notion of scientific literacy five processes can be identified ad e Solving tasks e Identifying scientific evidences e Concluding from or judging scientific topics e Organizing group communication e Organizing scientific working experimental and theoretical the cornerstone of ser s theory o Basic pan of teaching 1 3 Theory d Basic Concepts gen The theory of Basic Concepts of Geht m leaming is based on the EAN of class room learning User amp P atry 1990 This project examines three criteria that characterize successful t
162. ysiological parameters in various sport activities discussion on what could be measured during these tests and why Track student s misconceptions arising from the previous discussion Draw up a list on the blackboard with these misconceptions without any comments Lab of Tomorro b Experimental Activities lr E Chat To Window Heb BI Nl D a El 85 An fa 3a da a N 99H DI DER I Walk to one direction turn around ee and walk backwards A student wearing the sensvest walks bc ee ee log Ss in one direction RS ME RE eee IM e with approximately constant velocity after some meters walk turns around to con tinue his walk back to his starting point Data from the sensvest body acceleration sre IST pulse rate tempreture are recorded ue Figure 3 20 Walking forward and backwards Communication Port COMT Stopped Playback at 16x 00 00 start OPOBaMSO eS Gecsoou Po co adobe tab or IS ET SEN 138m Il Accelerate in one direction turn around and accelerate backwards A student wearing the sensvest accelerates in one direction and after a several meters run turns around to continue running back to his starting pom Data from he sensvesi S acceleration pulse rate temperature are recorded III Jumping repeatedly with different rates A student wearing the sensvest starts jumping repeatedly on the same spot for a several SESS The phys

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