The annual Vernier Engineering Contest provides a great opportunity for educators to showcase how they are creatively using Vernier technology to introduce engineering concepts to students. Contest entries can include activities such as introducing coding by reading Vernier sensors with Scratch, using sensors in the engineering design process, controlling digital outputs based on Vernier sensor inputs, integrating Vernier sensors with robotics platforms such as LEGO®, VEX®, or Arduino®, and so much more.
The deadline to submit your application for the 2019 Vernier Engineering Contest is February 15, 2019.
The winning educator, selected by a panel of Vernier experts, will receive $1,000 in cash, $3,000 in Vernier technology, and $1,500 toward expenses to attend either the National Science Teachers Association (NSTA) STEM conference or the ASEE conference.
Tate Rector, an Engineering and Project Lead The Way teacher at Beebe Public Schools, challenged his 8th grade engineering students to present a solution (using Vernier sensors with LEGO® MINDSTORMS® Education EV3) to an everyday problem in order to make connections with the engineering practices identified in NGSS.
“Winning the Vernier Engineering Contest in 2015 kick-started our engineering program here at our school,” said Tate Rector, a teacher at Beebe Junior High in Arkansas and a former Vernier Engineering Contest winner. “While my 7th and 8th grade students used to think it was just fun or cool to see things explode or fly, evaluation of the data we collect using Vernier technology has helped them see the reason why we do the experiments.”
The deadline for applications for the 2019 Vernier/NSTA Technology Awards is quickly approaching. This annual awards program recognizes seven educators—one elementary teacher, two middle school teachers, three high school teachers, and one college-level educator—for their innovative uses of data-collection technology in the science classroom or laboratory.
Each winner, chosen by a panel of NSTA-appointed experts, will receive $1,000 in cash, $3,000 in Vernier products, and up to $1,500 toward expenses to attend the annual NSTA National Conference in St. Louis, Missouri, on April 11–14, 2019.
All current K–12 and college science educators are eligible to apply. The deadline for submitting an application is December 17, 2018.
Last year’s award winners, including Robert Hodgdon from Richmond Hill Middle School, Richmond Hill, Georgia, demonstrated a variety of ways data-collection technology can be used in and out of the classroom. Hodgdon engaged his students in real-world ecological investigations to help them develop STEM career readiness skills. This included students using Vernier data-collection technology, such as pH sensors, to understand the biotic and abiotic factors relevant to their local habitats including tidal marshes, ephemeral wetlands, and relic forests.
“Winning the Vernier/NSTA Awards provided us with a new collection of LabQuest® 2 interfaces, as well as new temperature, salinity, dissolved oxygen, and conductivity probes,” said Hodgdon. “Students are able to use these technologies during ecological activities and as an integrated part of their science instruction year-round.”
“Computer science empowers students to create the world of tomorrow.”
– Satya Nadella, Microsoft CEO
What is Hour of Code?
The Hour of Code™ is a global movement introducing tens of millions of students worldwide to computer science, inspiring kids to learn more, breaking stereotypes, and leaving them feeling empowered. The Hour of Code began as a one-hour coding challenge to give students a fun first introduction to computer science and has become a global learning event, celebration, and awareness event.
Why computer science?
Computer science is foundational and is changing every industry on the planet. Every 21st-century student should have the opportunity to learn how to create technology. Computer science concepts also help nurture creativity and problem-solving skills to prepare students for any future career.
Economic Opportunity for All
Computing occupations are the fastest-growing, best paying, and now the largest sector of all new wages in the US. Every child deserves the opportunity to succeed.
Students love it!
Recent surveys show that among classes students “like a lot,” computer science and engineering rank near the top—only performing arts, art, and design are higher.
Ready to participate with your class?
We’ve created two free coding activities utilizing Scratch to help you and your students participate in Hour of Code this year. Scratch offers colorful and modularized drag-and-drop graphical blocks that make it easy for programmers to code.
Hour of Code Activity for Entry Level Coders
In this activity students program a catch game where they can make choices on graphics and game options. The free Scratch software works on your web-connected device.
If you have an Low-g Accelerometer in your classroom, our free activity guide integrates the sensor into the Catch Game activity and your students learn how to integrate their code with hardware.
For more advanced coders, this activity combines Scratch-based coding and exploration of the ideal gas laws. Students can change multiple variables and observe changes. Results can be compared with their calculations.
The ‘Hour of Code™’ is a nationwide initiative by Computer Science Education Week [csedweek.org] and Code.org [code.org] to introduce millions of students to one hour of computer science and computer programming.
NSTA Recommends recently featured the Go Direct® O2 Gas Sensor. In his review, Martin Horejsi used the wireless sensor to collect data during various investigations, including an out-of-the-classroom experiment on an airplane. He highlighted the sensor’s features, plug-and-play functionality, and overall ease of use.
In the review, Martin says:
“With [the] new Go Direct® O2 Gas Sensor, the ability for students to measure relative oxygen concentration has never been easier or faster.”
“As a wireless probe the Vernier Go Direct® O2 Gas Sensor provides all the necessary capabilities of an O2 sensor with none of the pesky cables that limit use, knock over experiments, and require an additional interface.”
He concludes by saying:
“The Vernier Go Direct® O2 Gas Sensor pushes the boundary of experimental measurement forcing a teaching evolution beyond the analog. We can now fulfill the dream as science teachers to where our students leave us behind as they accelerate past us.”
The Go Direct® O2 Gas Sensor measures gaseous oxygen concentration levels and air temperature. It is part of the complete Go Direct family of sensors that offers teachers and students maximum versatility to collect scientific data either wirelessly or via a USB connection. These low-cost sensors can be used in more than 300 teacher-tested experiments developed by Vernier and are supported by free graphing and analysis software, the Graphical Analysis™ 4 app.
After an initial round of online voting by educators, finalists and winners were ultimately selected by a panel comprised of two edtech thought leaders, two pre-K through 12th grade teachers, one college professor, two K through 12 administrators, one college administrator, and two pre-K through 12th grade parents. The winning products were chosen based on the extent to which they are transforming education.
The complete Go Direct family of sensors offers teachers and students maximum versatility to collect scientific data either wirelessly or via a USB connection. These low-cost sensors can be used in more than 300 teacher-tested experiments developed by Vernier and are supported by free graphing and analysis software, the Graphical Analysis 4 app.
The new Go Direct® Centripetal Force Apparatus makes it easier than ever to investigate rotational dynamics. Students can investigate the relationships among force, mass, and radius wirelessly—all you need is the Go Direct Centripetal Force Apparatus, a Go Direct Force and Acceleration Sensor, and a device running our free Graphical Analysis™ 4 app. No additional interface is needed.
With Go Direct Force and Acceleration mounted on the apparatus’ beam, you are ready to investigate centripetal acceleration. Attach the mass carriage, and you can explore Newton’s second law as it applies to rotational dynamics. No tangled wires to worry about. All you need to do is slide the sensor onto the beam, attach the mass carriage, and secure the sensor at the desired location. Select the appropriate data-collection channels in Graphical Analysis 4 for your investigation: Z-axis gyro to capture angular velocity, X-axis acceleration for centripetal acceleration, and/or Force for centripetal force. Then, you’re ready to collect data. As you turn the spindle to rotate the beam, the sensor will apply the force necessary to pull the carriage in a circular motion.
The relationship can be further explored as students apply knowledge gained from the curve fit to linearize the data.
Students can quickly devise their own experiments to develop a model for the effect of mass or radius of rotation on the force, and then test the model. Select a mass and position and see if it matches their prediction.
Many teachers are interested in using our EKG sensors to record an electromyogram (EMG), the electrical activity produced from muscle contractions. Recording an EMG is straightforward, but there are multiple ways that an EMG can be analyzed. The most robust technique is to measure the integral of the rectified EMG signal, which can easily be done using the Go Direct EKG Sensor.
A normal EMG has both positive and negative deflections. A rectified EMG uses a function that makes all of the EMG deflections positive—the larger the integral, the larger the muscle contraction. In the past, we have offered special Logger Pro and LabQuest files that provide the proper filtering and calculated column support to record and analyze rectified EMGs. But, the Go Direct EKG Sensor makes recording rectified EMGs much simpler. No special files or filter settings are required—just change the channel to EMG Rectified and start collecting data. Then simply measure the integral of the signal in Graphical Analysis.
The sample graph shows an example of an EMG and rectified EMG recorded from the forearm using Go Direct EKG. A digital high-pass filter that has been optimized for recording EMGs is automatically applied to the EMG channel. The EMG Rectified channel returns the absolute value of the EMG channel, making all of the EMG deflections positive.
To analyze the rectified EMGs, simply select the region of the rectified EMG you want to analyze and use the View Integral feature in Graphical Analysis 4. You can even compare the integrals of different rectified EMGs to see which condition produced less or more muscle activity. For example, in the sample graph, the area of the rectified EMG increases with each burst of activity. The first, second, and third rectified EMGs have areas of 0.181, 0.329, and 0.441 mV s.
Photosynthetic organisms such as plants and algae use electromagnetic radiation from the visible spectrum to drive the synthesis of sugar molecules. Special pigments in chloroplasts of plant cells absorb the energy of certain wavelengths of light, causing a molecular chain reaction known as the light-dependent reactions of photosynthesis. The best wavelengths of visible light for photosynthesis fall within the blue range (425–450 nm) and red range (600–700 nm). Therefore, the best light sources for photosynthesis should ideally emit light in the blue and red ranges. In this study, we used a Go Direct® SpectroVis® Plus Spectrophotometer with a Vernier Spectrophotometer Optical Fiber and LabQuest 2 to collect spectra from four different light sources. This allowed us to determine the wavelengths emitted by each source and to get an idea of their relative intensities.
Wavelengths of light outside of the red and blue ranges are not used by most plants, and can contribute to heat build-up in plant tissues. This heat can damage plants and even interfere with photosynthesis. In order to identify the ideal light source for photosynthesis studies we compared the output or emission spectra of four different E27 type bulbs in the same desk lamp: a) 60 W incandescent bulb, b) 35 W halogen bulb, c) 28 W-equivalent LED “plant bulb” (6–9 W), and d) 13 W compact fluorescent light (CFL) bulb. Each light was measured at a standard distance of 50 cm.
Based on our results, the best light bulb for promoting photosynthesis in plants was the LED plant bulb. This bulb produces a strong output in both the blue and red wavelengths, with very little additional light in other regions to cause heat build-up. All of the other light sources had very little output in the blue range. The halogen and incandescent bulbs had extremely broad output ranges from green to deep into the red portion of the spectrum, but with little to nothing in the blue range. The least suitable lamp for photosynthesis was the CFL bulb. While it emitted some light in both the blue and red ranges (with several peaks in between), the intensity of this bulb was the weakest when compared to all the other lamps. LED plant lights are available from a variety of online merchants and home and garden stores. They have become very affordable, and work well for experiments that investigate photosynthesis.