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Learning Graphs and Learning Science with Sensors

€Sense Sensors Temperature Light intensity Sound level Actuators Buzzer LED. Sound level versus Time Interview with Iris (12): Intv: How would you use sensor and graph to determine the winner in a fast clapping contest?

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Learning Graphs and Learning Science with Sensors

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  1. €Sense • Sensors • Temperature • Light intensity • Sound levelActuators • Buzzer • LED Sound level versus Time Interview with Iris (12): Intv: How would you use sensor and graph to determine the winner in a fast clapping contest? I: Let everybody clap in separate room, all for the same time, and see how many claps everyone has. Int: What do you count? I: How many curves there are, per second, …..look at the time, ….count all the lines, …..everybody 10s Int: Is it enough if you just count for one second? I: You count the first second how many, then how many in the 2nd second, then the third, etc. and then you compute the average. Learning Graphs and Learning Science with Sensors In Learning Corners in Grades 5 and 6Ed van den Berg (e.vandenberg@uva.nl), Frank Schweickert, Gerda Manneveld AMSTEL InstituteUniversity of Amsterdam sensors and senses Laying the groundwork forconcepts and variables by sensory experience • OBJECTIVES • Children learn to interpret graphs and tell stories with graphs: • link what you see, hear, and feel with numbers and graphs • relate more and less intense, and fast and slow change • link graphs with events • use a graph as a tool in a new situation • RESEARCH QUESTIONS • Can children communicate with distance-time graphs? • Can children use graphs as a tool in a new situation? • METHOD • Pretest • Distance sensor activity 27 children grade 5 • Temperature activity 13 children grade 6 • Posttest recording audio/video • Post interview + graphs Results posttest: Distance – Time Diagram Sources: Hardware and software: http://www.cma.science.uva.nl EuroSense activities in English: http://www.pollen-europa.nl (see “EuroSense”)

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