Part 2:
Teaching With ICT
a.
Structuring Lessons
The
lesson(s) using the data-logger and probes need obviously to be
handled carefully, both from a health and safety perspective and
from a reliability perspective. With the use of the spreadsheet,
this will depend on where the work is going to take place - during
the logging or later. If during, with the spreadsheet open alongside
the logger, then the process of transferring the data is integrated.
If later, the data can be logged and recorded, and the class can
return to the modelling work later.
This
is how the teacher in the case studies manages the task:
-
The lesson starts with a whole class introduction and a review.
- An
initial demonstration is given and pupils are then put into
groups.
- The
data-logging group(s) are given further information about the
equipment as well as further reminders of health and safety.
- A
variety of nuts are heated using the Bunsen burner and once
alight put under the clamped boiling tube of water, which has
the temperature probe(s) in. If there is more than one probe,
as with a Sense and Control data-logger the results from more
than one type of nut can be gathered at the same time.
- The
computer screen(s) is/are carefully positioned so that the rise
in temperature can easily be monitored.
- Once
finished, pupils save the graph with the relevant nut name and
mass stated.
- From
the graph(s), the rise in temperature is calculated and put
into the appropriate equation to find out the energy released
for the nut(s).
- Pupils
are asked to discuss how the use of ICT facilitates the measurement
of data.
Questions
for Consideration
- What
are some of the issues of classroom management and organisation
in this lesson?
- How
would you give the instructions needed to work the data-logger:
- Orally
to the whole class?
- Help
sheet only?
- Gathered
around a large screen for demo?
Keep
a short record of your responses to these questions for discussion
with your mentor.
 b.
Managing Learning in the Classroom
|
