Rancho Santa Fe

Rancho Santa Fe School District

Using Technology to Make Scientific Concepts Easier to Grasp

Dave Warner is an expert at integrating PASCO solutions into his classes. He’s been doing it for 13 years, first as a high school physics teacher and later as a middle school science teacher. Today he’s a K-8 science technology specialist for the Rancho Santa Fe School District, where he keeps students busy building rockets, C0₂ dragsters and remotely operated vehicles (ROV).

The Challenge

Teaching students to use science technology is only part of Warner’s job. He also teaches other teachers. “I was a lone pioneer when I started using technology,” he said. “When you work with teachers, particularly in elementary science, it’s tough to convince them that using technology is the best way to make experiments quantifiable. Adults are more afraid of technology, but using technology is the only way to get precise and accurate measurements. It’s what scientists in the real world use.”

The Solution

Teachers have access to DataStudio data collection and analysis software, Xplorer GLX graphing datalogger, the SPARK Science Learning System, and a wide range of sensors and other accessories.

One lab that is particularly popular with both teachers and students is a motion force mapping activity from PASCO. Students construct a sea floor and scan over the area with a motion sensor to see what it looks like. A graph is automatically generated using DataStudio or Xplorer GLX.

Warner uses PASCO’s Mini Launcher to teach projectile motion. “I place two
photogates 10 centimeters apart,” he said. “The launcher ball goes between them to get the time so they can determine the velocity. Students now can calculate where the ball is going to be in space after a certain time using
classic kinematics equations taught in high school physics. To make the calculations easier, I introduce the ‘range equation’ and have students place a cup at the same height as the launcher and ask them to calculate how far out the cup has to be when launched at a specific angle. Students are amazed when their balls actually land in the cup. It’s definitely a
“Eureka” moment!” 

Students who also take algebra learn about quadratic equations from a scientific perspective. By putting the cup at different heights they have to figure out where the projectile’s going to be at any given time. “They understand the concept in algebra, but they are really blown away when they get agreement between theory and experiment. They are making a real connection between math and science,” said Warner.

Warner includes engineering modules with scientific experimentation when he teaches kids to design and build their own ROVs using PVC pipe for floatation and motors for underwater exploration in a 10-foot pool he
sets up. “In a larger pool we can do deep water activities,” he said. “We can
simulate a cave using a tarp and weighted PVC pipe. We use underwater fishing equipment and cameras, and DataStudio and sensors to measure sound and thermal events. The kids even pick up crustaceans and bring them to the surface using the ROV.” 

Some of his students are participating in a regional competition sponsored by the Marine Advanced Technology Education center in Monterey, California. Competition includes building an ROV and completing underwater missions that may include taking sensor readings or collecting biological samples.

The Outcome

While he can’t prove there’s a correlation between what he and the other educators are teaching, Warner said force in motion is a huge component of California’s Standardized Testing and Reporting exam for eighth grade, and district scores have increased. “Kids can understand and grasp difficult concepts with technology,” he said. “They relate to motion when they see a cart going down the track. The graph shows them that when they push the cart harder, the slope of the line versus the speed of the cart changes. The
earlier we introduce kids to these science and technology concepts, the better. I’ve had students come back and tell me that the visual and tactile experiments they did in my classes are embedded in their minds, so much so that when they revisit the concepts in high school, they grasp them easily. They tell me it has made all the difference in the world.”

And, when it comes to technology, Warner knows better than anyone that you can’t get anything past a digital kid. “If I’m creating a lab on motion, lets say, and I’m doing a measurement by hand, the kids says, ‘Mr. Warner, why don’t you just hook it up to a motion sensor?’ They know how easy it is with sensors. It’s foolish to do it any other way.”