LoggerPro Software for

Physics Teaching
James Ruff
Core Learning Goals
 1.4.1 The student will organize data appropriately using
techniques such as tables, graphs, and webs. (for graphs:
axes labeled with appropriate quantities, appropriate units
on axes, axes labeled with appropriate intervals,
independent and dependent variables on correct axes,
appropriate title)
 1.4.4 The student will determine the relationships between
quantities and develop the mathematical model that
describes these relationships.
 1.4.8 The student will use models and computer
simulations to extend his/her understanding of scientific
concepts.
 1.5.3 The student will use computers and/or graphing
calculators to produce the visual materials (tables,
graphs, and spreadsheets) that will be used for
communicating results.
 1.6.2 The student will use computers and/or graphing
calculators to perform calculations for tables, graphs, or
spreadsheets.
Core Learning Goals

The preceding CLG’s were from

the skills and processes section
appropriate for all science
courses across the curriculum.
The students would use these
skills to explore any facet of
Physics and all other science
courses.
How does it work?

 Video explanation
 http://www.vernier.com/videos/?video
LoggerPro 3 Measuring
 Measures real life data
 Through LabQuest or LabPro (not
included)
 USB probes (not included)

 TI graphing calculators

 Video sources

 USB microscopes

 Blue Digital Bioimaging System (for

biology gel electrophoresis
experiments, not included)
Graphical Analysis
 LoggerPro can do Graphical analysis
on hand entered data then:
 Create and print graphs
 Perform automatic curve fits

 Calculate statistics, tangents, integrals,

and interpolations
 Add models

Data can also be cut

and pasted from an
Excel spreadsheet
LoggerPro 3 Analyzing
 Testing
hypothesis

 Video analysis
Hands on Learning
What it looks like

 Sensors used to
collect data

 LoggerPro
graphs the data
in real time
Using LoggerPro
 Predict (blue)
before you
collect

 Collect and
label multiple
trials with
different
variables
Thomas and Boysen

 Highest on the Thomas and

Boysen taxonomy is Utilizing
 LoggerPro helps the students to
utilize the computers to do
calculations for them so that
they can proceed to the process
of interpreting the results.
Advantages
 Purchase includes site license for all
computers including students’ home
computers
 Enabled for use with Promethean
Board
 Supports Microsoft Vista, XP, and
Mac OS X
 Most popular data collection
software (students should see it in
college)
Small List of Articles That Support
Use of Data Collection and
Graphic Analyzers in Math and
Science
 STEM SETDA Research 2008. 2008. SETDA discusses the importance of STEM education, the current state
of STEM education, barriers to implementing STEM education, and recommends what stakeholders and
policymakers can do to support STEM education. Download the STEM report
 NAEP 2000 Science Assessment Results. Download naep2000.pdf
 Final Report to the Concord Consortium and the National Science Foundation on the Technology-
Enhanced Elementary and Middle School Science (TEEMSS) Project. Download teemss.pdf
 Arnold, Steve, Pat Taylor and Jacqueline Spencer. "The Use of Calculator-Based Laboratory Equipment
in Teaching Math, Chemistry, and Biology". Inquiry. 3 Fall 1998, 6-8.
 Evaluation of the Calculator-Based Laboratory System. Stanford University. 2000.
 Friedrichsen, Patriacia Meis, Thomas M. Dana, Carla Zembal-Saul, Danusa Munford, and Chen Tsur
"Learning to Teach with Technology Model: Implementation in Secondary Science Teacher Education."
Journal of Computers in Mathematics and Science Teaching (2001) 20 (4), 377-394.
http://www.aace.org/dl/files/JCMST/JCMST204377.pdf
 Hsi, Sherry "Bridging Web-based Science with Outdoor Inquiry using Palm Computers". Concord
Consortium. 2000. http://cilt.berkeley.edu/synergy/Sherry_AERA00_posternotes%20d.pdf
 Krajcik, Joseph S. and Layman, John W. "Microcomputer-Based Laboratories in the Science
Classroom". University of Michigan and University of Maryland.
http://www.educ.sfu.ca/narstsite/publications/research/microcomputer.htm
 Lapp, Douglas Ph.D. and Dr. Vivan F. Cyrus "Using Data Collection Devices to Enhance Student
Understanding". Central Michigan University. 2000. This same paper can be found in Mathematics
Teacher. 93 September 2000. 504-509. http://calcnet.cst.cmich.edu/faculty/lapp/MT2000.pdf
 Stager, Gary S. "Empowering Young Mathematicians and Scientists Through Technology". Curriculum
Administrator. October 1998. http://www.stager.org/articles/Mathsciencecafeature.html
http://www.stager.org/articles/Mathsciencecafeature.html
 Tinker, Bob. "The Whole World in Their Hands".http://www.concord.org/pubs/pdf/future.pdf
Hands".http://www.concord.org/pubs/pdf/future.pdf
 Thornton, Ronald. "Using the Results of Research in Science Education to Improve Science Learning".
Center for Science and Mathematics Teaching, Tufts University. 1999.
http://probesight.concord.org/what/articles/thornton.pdf
 "Understanding the Total Cost and Value of Integrating Technology in Schools". International Data
Corporation. 1997.
Why I Say Buy
 Strengths
 easy to use
 inexpensive
 available for student and teacher distribution
 good for visual learners
 helpful analysis tools (number crunching to
find best fit lines)
 aligns with curriculum
 useful in a wide range of topics (all science
and some math)
 students will use in college courses
 can be used with many collection devices
 data can be manually entered
Other side of the Coin

 Weaknesses
o best used with data collection
devices
o extra data collection probes can
be expensive