By Edwin P. Christmann
Posted on 2016-08-31
Vernier’s Go! Link is a single-channel USB interface used to connect many Vernier sensors directly to a Windows or Macintosh computer. This device can be connected into a USB port and can be used to connect of a variety of sensors. For this review, we used a Hand Dynamometer, which is designed to measure grip strength.
To begin using Vernier’s Go! Link, the first step is to load a software package known as Logger Lite. Logger Lite is Vernier’s free data-collection software system and includes graphics (see Figure 1). To load Logger Lite onto your device (e.g., laptop, microcomputer, etc.) go to [http://www.vernier.com/products/software/logger-lite/] for an upload. Another option worth consideration is the possibility of using Logger Pro, which although it is more versatile, it comes at a cost of $249.00. The Logger Pro software can be found at:
Logger Pro: http://www.vernier.com/products/software/lp/
Figure 1. Sample Logger Lite Display
Vernier Go! Link
The Go!Link USB sensor interface is a quick and affordable way to get started with data-collection technology. It’s a single-channel interface that connects most Vernier sensors to your computer or Chromebook USB port.
Setting up data-collection experiments is as simple as 1-2-3:
Image 1. Vernier’s Hand Dynamometer
Using the Hand Dynamometer
To use the Vernier’s Hand Dynamometer, first zero it (which is an option found at the top of the menu) to define the base setting. Next, while holding the Hand Dynamometer upright, squeeze with as much force as possible and begin data collection. The force is measured in Newton units, which provides a great opportunity for students to discuss metric conversions. Once the data is collected, you will be able to examine the data in a number of ways to have students engage in research goals. For example, Logger Lite has built-in statistics applications.
Calculate Statistics and Speculate
One of the great features of Logger Lite is that it has a built-in statistics calculator. Under Analyze, if you select Statistics, students will be able to find the mean and median grip force, as well as the minimum and maximum grip force (See Figure 2). Therefore, students can compare the range of grip strength over time. Some questions for students to consider are:
Figure 2. Grip Strength and Muscle Fatigue
Conclusion
Having students collect data with Vernier’s Go! Link and Hand Dynamometer is an excellent technology-based inquiry device that results in meaningful scientific engagement and is commensurate with tenets of the Internation Society for Technology Education Standards for Students(ISTE, 2016).
Once again, Vernier has developed a device that can be used to is integrate the NRC Standards (i.e., Standards A & E) and shows students how using the proper scientific tools to gather data can be both relevant and exciting. Undoubtedly, when coupled with the Hand Dynamometer, the Vernier Go! Link is a durable and an easy to use device that makes learning interesting for students.
Moreover, by using current technologies, students can take accurate measurements and engage in technology-based inquiry. For example, the interactive graphs that can be generated by Logger Lite software can help students to interpret the results of their experiments and can be used to create professional laboratory reports. Based on our experience, the Vernier Go! Link with the Hand Dynamometer gives teachers an excellent tool to use in their science classroom.
Relevant ISTE Standards
Standard 3: Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
Standard 4: Critical Thinking, Problem Solving, and Decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Cost:
Hand Dynamometer: $99
Go!Link: $61
User Manual:
http://www.vernier.com/manuals/hd-bta/
Video Link showing Basic Capabilities in a test of grip strength comparison:
http://www.vernier.com/training/videos/play/?video=35
References:
ISTE 2016. ISTE Standards for Students
Edwin P. Christmann is a professor and chairman of the secondary education department and graduate coordinator of the mathematics and science teaching program at Slippery Rock University in Slippery Rock, Pennsylvania. Anthony Balos is a graduate student and a research assistant in the secondary education program at Slippery Rock University in Slippery Rock, Pennsylvania.
By Mary Bigelow
Posted on 2016-08-30
I want to study my middle school students’ perceptions of what and how they are learning in science. Do you have any suggestions other than a traditional survey? —R., Ohio
I found some research on the topic at Drawn to Science: Studying Science Teaching and Learning Through Drawings. The authors examined “how the science teaching identity of the teacher interns/teachers changed over time” based on their experiences. Rather than a traditional questionnaire, this study used drawings as evidence. Periodically, the teacher-participants responded to two prompts:
The methodology and the scoring rubric are on the website. It’s interesting to examine how drawings represent a teacher’s self-image of the teaching and learning processes and the perceived roles of teachers and students in these processes.
Another part of the website targets educators, offering:
These lessons could be used several times throughout the year, perhaps with student notebooks, to monitor how students’ perceptions change over time and reflect on how student perceptions align with yours. It might be interesting to draw something yourself to compare to the students’ work.
But I wouldn’t discount traditional surveys. Although paper-and-pencil surveys are time-consuming to analyze, online tools (such as Google Docs) can efficiently survey students and aggregate the results into a spreadsheet document. The same survey can be used for different classes and at multiple times during the year to track student responses for your analysis and reflection.