Category Archives: Science 2.0

The Science 2.0 blog is all about digital tools for your classroom. Click on a headline to read the entire post.

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Vernier Structures and Materials Tester: An Engineering Marvel To Test Student’s Engineering Marvels

Vernier Structures & Materials Tester

Back in 1986, David Vernier wrote a book titled “How to Build a Better Mousetrap: And 13 other science projects using the Apple II.” The premise of the book was to use software, hardware, and materials to construct what David called “Laboratory Interfacing.” In many ways, the book truly is more how to build a […]

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The Go Direct SpectroVis Plus Spectrophotometer: Listening to Plants (Part 2)

Continuing the story of the Vernier Go Direct SpectroVis Plus Spectrophotometer, we will now apply its power it for a more traditional use; to inspect the transmission and absorption of fluid or a material suspended in a fluid. And that fluid can be easily and quickly generated with little more than a sample of plant leaf and some isopropyl […]

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The Vernier Go Direct SpectroVis Plus Spectrophotometer: A picture is worth 570 wavelengths (Part 1)

SpectroViz_Plus in hand

Of all the cool things invented by the universe, light is one of the most amazing. It solves all kinds of problems, can travel great distances with little effort, and its very existence has become possibly the greatest metaphor ever. And on the science education side, light is a critical feature of wave science yet has properties […]

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The Vernier Go Direct Sound Sensor: See Sounds in a New Light (Bluetooth)

As much as I loved field trips with my students, I found the bus rides to be excessively stressful. It wasn’t because of the teacher responsibilities or the student behavior, but because of the noise. The volume and diversity of machine noises and the voices and laughter bouncing around the inside of the school bus […]

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Integrating Computational Thinking and Modeling into Science Instruction

Implementing the Next Generation Science Standards (NGSS) is difficult. While the benefits of having students engage in three-dimensional learning are profound (we get excited when students ask new questions to investigate or explain their diagrammatic models), the demands of such rigorous pedagogy are also clear. We believe that computational thinking and modeling promote student access […]

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Vernier: Go Direct Light and Color

Introduction The Go Direct Light and Color Sensor is a powerful and versatile light sensor that measures visible light, the ultraviolet electromagnetic spectrum, and does color analysis. As seen in the video, by using an RGB color sensor, the relative primary colors of light can be detected with this device. As seen in Image 1., […]

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Fire Air Dephlogisticated and the Vernier Go Direct Wireless Oxygen Sensor

Oxygen is one of those very cool elements that can both save a life and kill whether in absence or abundance. Oxygen is necessary for life as we know it, but yet it oxidizes one of the most common elements in the universe. Oxygen, to most students, is both a red ball on a model […]

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Go Direct® Respiration Belt

Introduction The Go Direct Respiration Belt measures human respiration rate. While using the Go Direct Respiration Belt, you can measure human breathing patterns with a wireless Bluetooth connection or by plugging-in the device with a USB cord. It works with a sensor and an adjustable nylon strap that goes around the chest to measure respiration […]

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I Can’t, in My Heart, Go Back to Our Old Curriculum

That was my response this week at our middle school science staff meeting.  We’ve spent the last two school years exploring the new Michigan standards (which are identical to NGSS) and trying out units from different curriculum programs.  While the pace has seemed excruciatingly slow at times, it’s been necessary to allow everyone to learn, […]

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Wild Spirits: Measuring Life and Death with the Pasco Wireless CO2 sensor

A student once asked me why if carbon dioxide is so much heavier than air, how come the lower atmosphere doesn’t become thick with CO2 and kill everything? “Umm, well…because it…umm…doesn’t?” The student then asked if I was going to answer her question with another question? Which of course is also a question. So how […]

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