Science Probes

What are science probes?

Science probes (or sensors) are devices used to measure, collect and analyze data from
the physical world.

How are science probes used?

There are a variety of different probes that collect data on different aspects or features of
the physical world. Some examples are temperature, PH, motion, light, sound, energy,
and electrical current. Probes are comprised of transducers (devices that transform
physical quantities into electrical quantities) which can be calibrated so microprocessors
can transform the electrical measures into meaningful data. Probe Software is used along
with probes to show collected data. Probe Software can display collected data from the
probe in the form of a table or graph.

Why should science probes be used in the classroom?

They promote hands on learning experiences
They integrate math and science
Science probes help to deeper student understanding of complex concepts
They support inquiry based learning activities
They can be used to implement collaborative whole, small or individual student
experiments.

Ideas and ways science probes can be used in the classroom:

Science probes can be used to find temperature over long periods of time.
Students can investigate sound waves through the use of science probes.
Students can measure the motion of a car rolling down a ramp.
Students can be given the challenge to determine if hot water or cold water
freezes faster. They can use the science probe to collect data on the temperature of
the two water samples during the freezing process.
Students in higher grades could formulate mathematical equations from data they
collected with probes rather than the teacher providing them equations.
Students can find the PH of soil samples and can make observations on how this
will effect the growth of a plant in the soil.

Resources available for implementing science probes in the

classroom:
Vernier.com has numerous science probes available to purchase.
The Texas Instrument website also has access to a variety of probes to buy.
The PASCO website has science probes available to buy.
 There are thirty-eight lesson plan ideas on using different science probes in the
classroom as well as a book written on using science probes in middle school on
the Vernier website.

Research on science probes:

Metcalf, S., & Tinker, R. (2004, March). Probeware and handhelds in elementary
and middle school science. Journal of Science Education and Technology,
13(1). Retrieved November 20, 2016, from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.550.2449&rep=re
1&ype=pdf
Metcalf and Tinker (2004) conducted a study on implementing science probes
into middle school classrooms. They created lessons which were centered around
learning about Force and Motion and Energy Transformations for grade six, seven and
eight students. Lessons involved students using science probes to better their
understanding of these concepts. Teachers were trained on how to use the science probes
and implement them into their classroom and observations were conducted on their
lessons. Students who took part in the study were given a pre and post-test. Results of the
study indicate that teachers were successfully able to implement the science lesson using
the probes into their classrooms and that student learning of Force and Motion and
Energy transformation increased through the use of the probes. Probes enabled students
to develop a better understanding of concepts as well as to tackle misconceptions they
had.

Millar, M. (2005). Technology in the lab; Part I: What research says about using
probeware in the science classroom. Science Teacher, 72(7), 34.

Millar (2005) wrote an article on probeware in the science classroom. He

discussed that probes and software for probes allow students to independently connect
data during experiments and investigations. He stated that utilizing probes and probe
software improves and betters students understanding of graphing and interpreting data.
Probeware promotes inquiry among students and provides them with opportunities to
deepen their knowledge on scientific concepts. Through the use of probeware, students
can easily collect and interpret data. Millar (2005) concluded that using probeware in the
classroom promotes students to utilize high-ordering thinking skills.

Resources:
Metcalf, S., & Tinker, R. (2004, March). Probeware and handhelds in elementary and
middle school science. Journal of Science Education and Technology, 13(1).
Retrieved November 20, 2016, from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.550.2449&rep=rep1&
ype=pdf
Millar, M. (2005). Technology in the lab; Part I: What research says about using
probeware in the science classroom. Science Teacher, 72(7), 34.