Vernier Software and Technology
Vernier Software & Technology

Educator Success Stories

Using Data-Collection Technology to Prepare Students for the Agricultural Workforce

Ryan Maiden, Touchet, WA

“Data-collection provides those ‘a-ha’ moments for students. Students can physically see changes in data and then visualize those changes on a graph. A regular thermometer, for example, doesn’t have the same effect.”

Illustration of a cold pack

Inspire Chemistry Students Through Real-World Inquiry

Roland P. Stout, Ph.D., Pembroke, NC

“I needed to find a relevant yet simple way for my freshman students to connect with chemistry. It meant coming up with something that would capture their interest while teaching them lab skills and how to use the Vernier technology that we have available. A real-world scenario did the trick.”

Students collect absorbance spectra using a spectrophotometer and Logger Pro software.

Integrating Data-Collection Technology to Prepare College Chemistry Students for the Workforce

Seth Barrett, New Concord, OH

“The use of these technologies helps to build students’ proficiency using instrumentation while providing them with hands-on experience that will better prepare them for careers in the chemistry field.”

Photo of students investigating pollution in Lake Erie.

From Microplastics to Algae Blooms: Analyzing Lake Erie’s Environmental Pollution

Anne Marie Lavelle, Lakewood, OH

“I also wanted to use this course to provide my students with the opportunity to become real in-the-field scientists who investigate and understand the environmental impact of pollution on freshwater ecosystems.”

Students collect data the in the ephemeral wetlands around the school grounds.

Develop STEM Readiness Skills with Hands-On Science Investigations

Robert Hodgdon, Richmond Hill, GA

“The use of data-collection technology has enhanced both our in-school and extracurricular activities. These activities engage students in real-world, hands-on science and connect them with their community in new and exciting ways, all while helping them learn and master important concepts defined in science standards.”

A photo of students using LabQuest 2 and Vernier Energy Sensor to determine energy production from wind turbines

Real-World Experiences Help Students Develop a Passion for Science

Kathryn Eyolfson, Aurora, CO

“Since students learn vocabulary and scientific concepts much more quickly when they have had the opportunity to work with materials first, it becomes easy to introduce students to science and STEM with hands-on learning.”

Taking Project-Based Learning to New Levels with Vernier

Launching Our Engineering Program with Vernier

Tate Rector, Beebe, AR

“Data collection makes this whole project much more meaningful and educational for students. It puts things in perspective and really helps them grasp the various concepts they are learning.”

“I also wanted to use this course to provide my students with the opportunity to become real in-the-field scientists who investigate and understand the environmental impact of pollution on freshwater ecosystems.” Anne Marie Lavelle, St. Edward High School, Lakewood, OH
Taking Project-Based Learning to New Levels with Vernier

Expanding Access to Hands-On Technology and Learning Opportunities with Vernier

Misty Heredia, Los Fresnos, TX

“This project, and project-based learning as a whole, lets students truly use their imagination and creativity.”

Investigating Climate Change and Maple with Vernier

Investigating Climate Change and Maple with Vernier

Marielle Postava-Davignon, Bennington, VT

“The project gives students valuable hands-on experience in field research, experimental design, data collection, and data analysis, while allowing them to contribute to a currently relevant field of study.”

Taking Project-Based Learning to New Levels with Vernier

Taking Project-Based Learning to New Levels with Vernier

George Hademenos, Richardson, TX

“This project, and project-based learning as a whole, lets students truly use their imagination and creativity.”

Total Solar Eclipse: Using Vernier to Engage Students during the Real-World Phenomenon

Mitsi Nessa, Kansas City, MO

“Students were truly immersed in the scientific discovery process, asking authentic questions and seeking to find the answers through the data they collected.”

Creating “Wow” Moments with Vernier Data-Collection Technology

Susan Foster, Syracuse, NY

“The technology’s ease of use and accessibility allows students to really take charge of the learning process as they acquire data; the technology has been a game changer.”

“It is clear to me that of all the things we have done to improve the quality of science education, the implementation of the Vernier technology has been the most significant.” Stephen Daly, Riyadh Schools, Riyadh, Saudi Arabia
Supporting Teachers with Data-Collection Technology

Supporting Teachers with Data-Collection Technology

Chris Herald, Manhattan, KS

“The accuracy, reliability, and durability of the technology, along with the support services provided by Vernier allow us to integrate the technology in a wide range of investigations.”

Vernier Technology Makes a Difference: Building Visual and Digital Literacy

Molly Sultany, Portland, Oregon

“Utilizing Vernier sensors has transformed the quality of lab experiences at my school, immersing students in cognitively demanding tasks that are highly rewarding.”

Sharing the Wealth: UNC Wilmington’s Technology Loan Program

Christopher Gordon, Wilmington, North Carolina

“Vernier technology has made a measurable difference in science learning at the University of North Carolina Wilmington… This provided a big boost to the program, and since then Vernier has been one of the most popular technology choices among teachers in our region.”

“The technology’s ease of use and accessibility allows students to really take charge of the learning process as they acquire data; the technology has been a game changer. Susan Foster, Syracuse, NY
Mechanics of a Water Rocket

Mechanics of a Water Rocket

Ashley Webb, Southaven, MS

“Understanding graphs are typically difficult for my students,” said Webb. “However, many students experience that ‘light bulb moment’ with motion graphs during this lab.”

Central Campus Water Quality Investigations

Central Campus Water Quality Investigations

Larry Beall, Des Moines, IA

“You can’t just talk to students about various principles and concepts; you have to truly immerse them in the scientific discovery process.”

1:1 Learning with iPad and the Connected Science System®

Jennifer Cournia, Portland, Oregon

Jesuit High School in Portland, OR, investigated ways to use technology to engage students across the curriculum and to introduce personalized learning at a low cost. Using LabQuest 2 and the school’s existing sensors, each lab group was able to work together on an experiment while wirelessly streaming data to Graphical Analysis on the iPad, where they completed their analysis individually.

“When you teach students how to use a probe, they can quickly jump ahead with doing real science. They apply several of the NGSS practices in each lab, and they think it’s really cool, too, so I’m sneaking in a lot of learning while they’re having fun.” Ann Hammersly, Chaparral High School, Scottsdale, Arizona
An Innovative Force

An Innovative Force

Todd Leif, Concordia, Kansas

“My students have always enjoyed the easy, user-friendly interfaces of the products, and Vernier continues to make everything extremely affordable. Every day my students have neat new experiences with Vernier products. No other innovation in science education has made that possible.”

Beautiful Boyle's Law Curves

Beautiful Boyle’s Law Curves

Greg Dodd, West Virginia

“Now, my students basically have one hand on a Vernier Gas Pressure Sensor and the other on a TI Handheld, and in five minutes or less they have a beautiful Boyle’s Law curve.”

Recipes for Learning Science

Recipes for Learning Science

Jerry Jensen, Luverne, Minnesota

“I love the fact that Vernier’s labs aren’t just recipe,” Jensen adds. “They give you a great base for the experiments, yet you can edit the lessons quite easily to fit whatever your class might be doing, or might want to explore. And isn’t that what inquiry-based learning is all about?”

Go Fish

Will Brigham, Binghamton, NY

“Being able to evaluate the effect that manufacturing and people have on streams is huge, especially if you can quantify it by analyzing dissolved solids, and the sorts of things the Vernier probes can do. Without a doubt, Vernier has been central to the success of this whole effort.”

Getting the Right Chemistry

Stacey Howell, Layton, Utah

“The pH Sensors help the kids really see a titration curve,” Howell notes. “Then they get very excited when we titrate a diprotic acid, and they can see the second titration curve. They truly understand that it takes this much more acid to create that reaction – it’s a big ‘wow’ moment for them.”

Better Than The ‘Good Old Days’

Jim Blattman, Winnemucca, Nevada

“I tell my kids, ‘you have no idea how bad it used to be!'” Blattman laughs. “But now with the sensors, probes, and software from Vernier, things are simple and my students get good results, every time.”

“We have found the equipment extremely useful in demonstrating to pupils how our simplistic experiments relate to, and might be conducted, in industry. In some of our experiments, the equipment provided more teaching time without taking the practical element of the sciences away.” Chris Jessop, AKS School, Lytham, United Kingdom

Long-Lasting Learning

Peter Fox, Victoria, Australia

“I’ve never had anyone come up to me and tell me how much they’ve enjoyed working from the textbook,” laughs Fox. “But they do tell me that they really relate to the real-world experiments we do with the Vernier data-collection products.”

Capturing Imagination on Video

Gary Bass, Australia

Vernier has made it possible to get real-time results, with an incredible degree of accuracy. And now with Logger Pro’s video capture and synchronization capabilities, anything is possible. The only limits are your imagination.

Maximum Tension of a Pendulum

Ed Wyrembeck, Howards Grove, WI

If Ed Wyrembeck’s physics students were to engage in the thrillseeking venture of bridge swinging, they could do it without being concerned about the cable breaking.

Go to top