By Roy Barton
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Additional info for Learning and Teaching Secondary Science with ICT
Sample text
Clearly the first benefit of this approach is access to the ‘new’ data of rate of energy transfer. However, the software also enables pupils to explore the relationship between the variables still further; for example, by defining a fourth quantity, the difference between the two temperature values. 3. WHY USE COMPUTERS IN PRACTICAL SCIENCE? 4. Discussion of the significance of the data presented in this graph would enable the key ideas of the relationship between the temperature gradient and the rate of cooling to be explored.
I feel that prompt questions can be an effective way of focusing pupils’ attention on this, often neglected, aspect of the experiment. Activities of this sort provide the opportunity for pupils to prepare and present their results to the rest of the class, which is another way in which the use of computer-aided practical work can promote discussion and replace data processing. Conclusion When I first became interested in using computers to support practical work in science I felt that it would simply involve replacing some experiments and introducing activities not possible before.
A ‘half-and-half’ lesson If there are enough computers for about half the class to carry out a practical activity then you could use a ‘half-and-half’ lesson. In this case, half the class conducts a computer-aided practical activity, while the other half is given another non-computer-based exercise; for example, using conventional practical equipment or a text-based exercise. Half way though the lesson the groups swap over. This approach needs careful planning and timing, and is not recommended until you feel reasonably confident in using computers in your laboratory.