6 ICT IN THE SCIENCE DEPARTMENT CONTENTS of this section: 16.1 Introduction 16.2 History and development of ICT 16.3 Managing ICT 16.3.1 Funding 16.3.2 Education Authority support 16.3.3 Supporting and training staff 16.4 Applications of ICT 16.4.1 Organisation of the science dept. 16.4.2 Teaching and learning 16.4.3 Use by students 16.5 Computers & associated equipment 16.5.1 Old equipment 16.5.2 New equipment 16.5.3 Multimedia systems 16.5.4 Types of computers and displays 16.5.
ICT in the science department 1602 © CLEAPSS 2005 writers to word processors, record books to databases, encyclopaedias to CD-ROMs and the Internet, overhead projectors to data projectors and interactive whiteboards. Today, the latest computer-based systems are increasingly integrating the older, separate technologies. The range, sophistication and cost of ICT mean that very thorough planning and ongoing management is required.
© CLEAPSS 2005 1603 ICT in the Science Department It has been estimated that less than 20% of the true cost of ICT in business lies in the equipment and software. Training, upkeep and maintenance, or costs arising from downtime, account for the rest. ICT equipment is expensive and becomes out of date much sooner than most other items of equipment. It is therefore important that it is in use for as much time as possible, allowing the maximum number of staff and students to benefit.
ICT in the science department 16.4.1 1604 © CLEAPSS 2005 Organisation of the science department ICT can enable easier management and sharing of information between staff, pupils and even parents at home. Some schools have a locally-managed Intranet which may also be accessible via the Internet, using a password, from outside the school. The Intranet might include schemes of work, pupil projects, worksheets, links to Internet resources etc.
© CLEAPSS 2005 1605 16.5 Computers and associated equipment 16.5.1 Old equipment ICT in the Science Department Most science departments have acquired a range of equipment over many years. Some antique items (in ICT terms) are still ‘going strong’, maintained by a dedicated, but dwindling, number of committed enthusiasts of what is now rather rare technology (for example, BBC micros, Acorn computers and Vela loggers1).
ICT in the science department 1606 © CLEAPSS 2005 An integrated approach to ICT is often described as ‘multimedia’. More schools have adopted this approach in recent years, with varying levels of success. Those that have benefited most have appreciated the following points. • The whole system needs good management and maintenance to work well. • Staff will need good and regular training to build their confidence.
© CLEAPSS 2005 Table 16.1 1607 ICT in the Science Department Computers and their displays (continued) Type of computer or display Advantages Disadvantages Desktop LCD1 display Compact, visually pleasing. Leaves more room on benches for practical work. Light-weight, so can be mounted on a shelf to keep bench clear. Not very robust, somewhat narrower viewing angle than most CRT displays, so may be less suitable for group work. More expensive than equivalent resolution CRT.
ICT in the science department 16.5.5 1608 © CLEAPSS 2005 Connections to a computer Computers have a range of connector sockets (ports) allowing communication with the outside world. A typical back panel of a tower computer is shown below. The types of connector vary and continue to evolve. Labelling of the connectors is often unclear. Text labels are quite rare; manufacturers often resort to the use of tiny symbols, which may be difficult to see, let alone to interpret.
© CLEAPSS 2005 Table 16.2 1609 ICT in the Science Department Computer connectors Connector Appearance Plug type Firewire (IEEE 1394) Comments High speed connection that may be used for video transfer. More likely to be found on newer computers but firewire ports may be added via an expansion card. Keyboard (often coloured / labelled purple or orange) PS/2 The keyboard is traditionally connected via a PS/2 port, but sometimes via USB.
ICT in the science department 16.5.7 1610 © CLEAPSS 2005 Scanners A scanner allows documents and photographs to be stored as computer files. Generally they are very good value for money. Scanners are particularly useful for archiving and retrieving older, paper-based resources and perhaps displaying pupils’ work on an Intranet. Most scanners connect directly to a computer using a USB connection. 16.5.8 Printers Laser printers are the fastest and most-economical printers for black printing.
© CLEAPSS 2005 1611 ICT in the Science Department Projectors should have at least the following inputs. • Computer (1 or 2 inputs) • Video (TV picture signal) • S-Video (higher-quality TV picture signal) Many projectors also have a USB connection, allowing optional control facilities of the computer from the projector’s hand-held remote control.
ICT in the science department 1612 © CLEAPSS 2005 Portable projectors If only one or two projectors are available for the whole department, they may need to be portable. If theft is likely, they will need to be kept secure when unattended, for example, with a Kensington®-type1 security cable. Securing the computer, video loudspeakers and projector to the same trolley avoids the need to connect leads every time the system is moved from room to room. 16.5.
© CLEAPSS 2005 1613 ICT in the Science Department 16.5.11 Cameras An electronic camera is a very useful and relatively good-value device to support practical science teaching, especially when an electronic projector is available.
ICT in the science department Table 16.3 1614 © CLEAPSS 2005 Types of camera (continued) Microscope camera A video camera for general use but also has various adapters to fit onto a microscope eyepiece tube. Flexible gooseneck camera Often known by the trade name Flexcam®. The more-expensive cameras of this type have higher resolutions and eyepiece adaptors to link to highquality microscopes. 16.
© CLEAPSS 2005 1615 ICT in the Science Department ever, plan ahead; future requirements should be compatible with decisions made in the short term. • For images that are to be recorded for future use and/or manipulated, digital images are required. A camera with only an analogue output requires a computer with a video-capture card or an external capture device. It is simpler to use a digital camera directly connected to a computer. Cameras with both analogue and digital outputs are available.
ICT in the science department 1616 © CLEAPSS 2005 be used at some point. In any case, sound can be added later with a separate microphone. This can be sited appropriately, eg, near a person, rather than being fixed to the camera where it might not be best placed to record the sound. Power supplies and safety Web cams often obtain their power from the computer, via a USB cable. Cameras with analogue outputs and digital models use low-voltage power from the mains via a transformer or from electric cells.
© CLEAPSS 2005 Table 16.4 1617 ICT in the Science Department Equipment needed for image capture and display Camera with analogue (video) output Used for video display Camera with digital output Used via a computer Used via a computer Equipment Camera. eg, flexcam, video camera Camera. Digital camera. Either a video-capture card must be installed in the computer or an external capture device (eg, USB grabber) is required. USB (or other digital) lead. Analogue lead.
ICT in the science department 1618 © CLEAPSS 2005 Some cameras produce quite small images that cannot be enlarged. With some software, it can be difficult to find where captured images have been saved on the computer by default. While programs generally offer facilities to adjust settings, it might not be easy to work out how to do this. There can be problems of incompatibility between the camera software and existing software or hardware on the computer.
© CLEAPSS 2005 1619 ICT in the Science Department Even if the image can be enlarged (and this is not possible with some software), the information from each single pixel of the image will be displayed on a block of pixels of the display, all displaying identical information, and the image will appear less sharp. This is illustrated for a triangular object in the box overleaf.
ICT in the science department 1620 © CLEAPSS 2005 An object: A low-resolution digital image of the object: The same image, enlarged: To improve the image, equipment that can carry out ‘interpolation’ or some other enhancement process would need to be used.
© CLEAPSS 2005 16.6.4 1621 ICT in the Science Department Video connections and adaptors The output of a camera needs to be fed into the input of the display or storage device (computer, TV monitor, data projector etc). Usually the inputs and outputs on equipment will be via sockets and the leads that connect the pieces of equipment use a variety of plugs. For details of computer connections, see section 16.5.5. For recently-purchased equipment, suitable connector leads will have been included.
ICT in the science department 1622 © CLEAPSS 2005 If possible, always purchase adaptors from the manufacturer of the equipment to be connected. Such adaptors may apparently be available at much lower cost from a local store but there is no guarantee that they will work. For example, the plugs at each end of the leads may be identical in two adaptors but only the manufacturer’s own brand has the wires between the plugs connected together appropriately to enable effective signal transmission! Table 16.
© CLEAPSS 2005 16.6.5 1623 ICT in the Science Department Flexcams Flexcam® is a trade name for a particular brand of video camera made by a company in the USA and sold by several suppliers in the UK. More information is available from ClearOne Communications1. However, the name is often used generically to refer to all makes of camera of a similar design and several of these are now on the market2.
ICT in the science department 1624 © CLEAPSS 2005 Flexcams allow the whole class to see objects and activities on a screen without having to move from their seats and crowd round a demonstration area, with the resultant disruption and loss of precious lesson time. Because it is freestanding on a support that can be positioned securely for optimal viewing, a flexcam enables teachers to concentrate on the demonstration without having to control the camera. Typical applications are suggested in Table 16.8.
© CLEAPSS 2005 16.6.7 1625 ICT in the Science Department Microscope cameras In addition to flexcams, scientific equipment suppliers list models that are specifically designed for use with microscopes1. Not only are these provided with suitable adaptors to connect the camera to the microscope but design features enable them to focus appropriately when placed over the eyepiece of a microscope. In addition to the sensing chip, there will usually be a lens.
ICT in the science department 16.6.8 1626 © CLEAPSS 2005 Video microscopy This technology allows microscopic images to be observed simultaneously by a whole class of pupils and, if displayed via a computer or digital recording device, images can be stored and manipulated using suitable software. This section covers the use in schools of cameras with microscopes. Various items of equipment will be discussed, together with the factors to consider when choosing equipment.
© CLEAPSS 2005 • • 1627 ICT in the Science Department Using a microscope is tiring on the eye; an enlarged picture on a screen is easier to see and can be viewed for longer without fatigue, particularly by inexperienced viewers. In a large school, one set of microscopes for a particular age group might be sufficient instead of two; this also saves money.
ICT in the science department Table 16.9 1628 © CLEAPSS 2005 A digital microscope vs a separate microscope + camera Digital microscope Separate microscope + camera Equipment A digital microscope is usually supplied as a package; all items should be mutually compatible. All equipment needs to be mutually compatible. Items required include: microscope camera / flexcam adaptor to connect camera and microscope.
© CLEAPSS 2005 1629 ICT in the Science Department scope eyepiece. Many commercially-available digital cameras for general use have autofocus facilities and cannot be focussed on infinity manually. Their front lenses also cannot be removed, so these cameras tend not to be ideal in use with microscopes. Passable images can be displayed, but expertise is required to obtain the best-quality images.
ICT in the science department Analogue vs digital display 1630 © CLEAPSS 2005 The size of the display impacts significantly on the amount of detail visible to the viewer. Some cameras have both an analogue and digital output. If the software presents a reduced-size window with the digital display, it may be possible to improve the size and clarity of the image if it is enlarged using the analogue output instead.
© CLEAPSS 2005 1631 ICT in the Science Department If a set of computers is not required by each class too often, it may be best to allocate one lab as the science ICT room, relocating classes accordingly. In this case, it may be appropriate to distribute computers around all the benches in the lab. Unfortunately, computers and monitors on central benching can block lines of site across a busy lab, introducing safety concerns. They may also be unsightly and hinder practical work as it is carried out.
ICT in the science department 1632 © CLEAPSS 2005 Where a base station is located in the same room as the computers, or in a nearby room, the radio-frequency power levels are considerably lower than those produced by cellular mobile phones. However, it is good practice to reduce the body’s exposure to radio-frequency radiation, where reasonably practicable. Therefore, we would recommend that wireless-enabled laptops are used on the bench - not on the lap.
© CLEAPSS 2005 1633 ICT in the Science Department Many applications of ICT in support of science will be similar to those in other areas of the school and include the following. • • • • • • • Student information; attendance and performance (eg, electronic mark books, tests). Timetabling. Library management, eg, book searches. Production and storage of paper and computer-based teaching resources (eg, worksheets, presentations).
ICT in the science department 1634 © CLEAPSS 2005 16.10.1 Dataloggers and their software A datalogger is normally a small interface (or box) with sockets allowing one or more plug-in sensors (see section 16.10.2) to be connected. A lead normally connects the interface to a computer on which appropriate datalogging software is installed. A datalogger converts signals from one or more sensors into a form suitable for the computer.
© CLEAPSS 2005 1635 ICT in the Science Department Sensors with a linear output will usually have switched ranges, any one of which is likely to be inadequate for monitoring daylight over time. The change in light level when the Sun goes behind a dense cloud can easily involve a factor > 10. For advanced work, the spectral quality of the light can be of significance and the spectral response of sensors does vary. See section 17.3.5 (Light) for a discussion.
ICT in the science department 1636 © CLEAPSS 2005 On/off sensors There is another type of sensor, of use in computer control and robotics investigations, that gives a two-state response to a parameter. The simplest example is a switch, which can be on or off, and similar on/off sensors are available which, for example, indicate whether a liquid is above a certain level or whether the temperature is above a threshold etc. Table 16.11 and the diagrams overleaf illustrate such digital sensors.
© CLEAPSS 2005 Bell push Reed switch Pressure mat switch Slide switch 1637 ICT in the Science Department Push switch Miniature tumbler Tilt switch Mercury tilt switch Lever-operated toggle Knife switch - DPDT Microswitch, lever operated Microswitch, roller lever Light-dependent resistor - LDR 16.10.3 Choosing a datalogging system1 The schools’ datalogging market is very competitive; good companies will understand that customers need to take time in making choices.
ICT in the science department 1638 © CLEAPSS 2005 Maintained schools are advised, where possible, to contact their education authority advisory team. Some authorities have special arrangements for the purchase of particular types of software and dataloggers. They may also offer appropriate support and training for their teachers and technicians. Some of the issues that should be considered before choosing a datalogging system are discussed below.
© CLEAPSS 2005 1639 ICT in the Science Department Security and storage Some datalogging equipment is more delicate and/or more expensive than others. The type of environment and type of user likely to be encountered may influence the choice of equipment. Provision of easily-managed and secure storage facilities should be included in budgets. Support and maintenance The supplier or manufacturer should provide good on-going support.
ICT in the science department Table 16.
© CLEAPSS 2005 1641 ICT in the Science Department 16.11.3 Weather stations Dataloggers and their sensors may be used to measure various quantities associated with the weather, eg, temperature, humidity, air pressure, wind speed, light. However, dedicated weather stations and computer software are available for school use1.
ICT in the science department 16.12 1642 © CLEAPSS 2009 Safe use of ICT equipment ICT equipment is very safe. All mains-operated equipment should be included in the standard portable electrical appliance-testing procedures in a school; see section 6.4 (Inspecting and testing portable appliances). Electric shocks from ICT equipment are very rare, but clearly a sensible, precautionary approach is required, wherever liquids are used close to mains-operated equipment.
© CLEAPSS 2005 16.14 1643 ICT in the Science Department ICT: Glossary A/D converter A-to-D converter: a circuit to convert an analogue signal to a digital signal. Sometimes also refers to a D/A converter. Access permissions The resources allowed for a particular user or user group on a network or server and the level of access, eg, access denied, read only, read / write etc. Access privileges The functionality allowed for a particular user or user group on a network or server.
ICT in the science department 1644 © CLEAPSS 2005 ATA Advanced Technology Attachment. The disk drive interface standard more commonly known as IDE. ATAPI The CD-ROM device access interface used by IBM PC ATA systems. AV Audio Visual. AVI Audio Video Interleaved. A format and file extension of a common video-file type. Backup A duplicate copy, or the act of making a duplicate copy, of software. Made for archive purposes and to enable recovery from the loss of data.
© CLEAPSS 2005 1645 ICT in the Science Department Breakpoint A point that can be set in a computer program where execution is halted when the program is run in order that the values of data and the programs operation may be inspected. Broadband In simple terms, a fast Internet connection. More accurately, a communications system in which the cable may carry multiple transmissions at any particular time.
ICT in the science department 1646 © CLEAPSS 2005 Clock (System clock). This refers to the computer’s internal clock, the speed of which determines the rate at which information and commands are processed. CMOS Complementary Metal Oxide Semiconductor: a chip that uses less power than equivalent conventional ones. Used as the sensing chip in some cameras as an alternative to a CCD sensor. C-mount The industry standard screw thread mounting that attaches a lens to the body of a SLR camera.
© CLEAPSS 2005 1647 ICT in the Science Department Data key See Memory card. Datalogging The collection and recording of data over a period of time using a computer or similar electronic device. Data projector A projector that can project the images from a digital device onto a screen. Data projectors may also be able to project images from analogue inputs. DDI Device Driver Interface. See WIA. Decoding To ‘unencode’ information that has been processed according to a code or rule.
ICT in the science department 1648 © CLEAPSS 2005 Duplex Capable of transmitting information in both directions, over a single communications channel. A system is full duplex if this can occur simultaneously or half-duplex if it can only transmit in one direction at a time. DV DV is a video format that encodes video onto tape in digital format. Associated videotapes may be DV or MiniDV format. DVC Digital Video Cassette. See MiniDV. DVI Digital Visual Interface.
© CLEAPSS 2005 1649 ICT in the Science Department FOV Field Of View. FPS Frames Per Second. The number of picture frames displayed per second of video footage. Frame rate The rate at which picture frames are displayed in a piece of video. Measured in FPS. Freeware Software that is free but not necessarily free of copyright, for instance, it may be free to download and use but you may not be entitled to redistribute the software. FTP File Transfer Protocol.
ICT in the science department 1650 © CLEAPSS 2005 ICC Profile The International Colour Consortium Profile. The ICC is a group that sets standard guidelines for colour management in the imaging world. Most printers, monitors and scanners as well as digital cameras usually come with a driver that includes the ICC profile for the particular device.
© CLEAPSS 2005 1651 ICT in the Science Department K, kb or kbyte One kilobyte: approximately one thousand bytes, actually 210 or 1 024 bytes, used as a measure of the size of a computer’s memory or of the information to be held. (Not to be confused with k as in kg which means exactly 1 000 units.) Kb This abbreviation is sometimes used to refer to kilobits.
ICT in the science department 1652 © CLEAPSS 2005 Microprocessor A central processing unit on a single chip. MID The file extension of a MIDI audio file. MIDI Musical Instrument Digital Interface. A standard that defines the interface for connection of electronic musical instruments and also the format of the transmitted information. MIME Multipurpose Internet Mail Extensions.
© CLEAPSS 2005 1653 ICT in the Science Department Operating system The system software that provides for the direct control and management of the computer’s hardware and basic operation. It is the foundation upon which application programs are run. Abbreviated to OS. Output The information going out from a computer or other controller. (The same term is sometimes used for the connection through which the information flows.) PAL Phase Alternating Line.
ICT in the science department 1654 © CLEAPSS 2005 POP Post Office Protocol. A protocol for servers and clients used to process e-mail. Port That part of a computer through which information may be passed to and from attached hardware. Portal A web site that acts as a gateway to other web sites and resources related to a particular subject or topic. Port replicator Similar to a docking station. Postscript A language used to describe a page of text and graphics for print.
© CLEAPSS 2005 1655 ICT in the Science Department RGB Red Green Blue. Referring to displays that produce their image by illuminating red, green and blue elements to make up a full colour image. Ribbon cable One where the wires are laid side-by-side in the form of a flat ribbon instead of a collection of wires bunched together to form a circular cross-section. RISC OS™ Reduced Instruction Set Computer Operating System.
ICT in the science department 1656 © CLEAPSS 2005 Software A term to describe the non-hardware components of a computer - the Operating System, applications, programs and data etc. Sound card A device which converts sound signals (eg, from a microphone) into a digital form and vice versa (eg, for a speaker output from a computer). Source code The original program code prior to it being compiled into an executable program file.
© CLEAPSS 2005 1657 ICT in the Science Department URL Uniform Resource Locator. An address for a resource on the Internet. USB/USB1, USB2 Universal Serial Bus; a type of port. A USB2 connection allows faster transmission of data between the peripheral and the computer. Variable A named data store of a specified data type that can be processed algebraically by a program. Its value can change during processing. VBA Visual Basic for Applications.
ICT in the science department 1658 © CLEAPSS 2005 WLAN Wireless Local Area Network. A computer network that utilises wireless technology to provide the connection between computers. WMA Windows Media Audio. A format and file extension for audio files encoded by the Windows Media audio codec. Similar to Mp3. WMP Windows Media Player. The audio / video playback application from Microsoft. WMF Windows Metafile Format. A format and file extension for a Windows graphic. WMV Windows Media Video.
