Download - Heart Rate Guidance - Newcastle University
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HeartRateInvestigation FaSMEd
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Subject: ScienceAgeofstudents: 12-13yearsHardware: MicrosoftSurfaceoriPads,HeartRate
MonitorsSoftware: EducreationsorExplainEverything,
SchoologyFunctionalities: SendinganddisplayingTime: 2classperiodsFaSMEdpartner: MaynoothUniversityShortAbstract: Investigatingtheeffectofexerciseon
heartrate
FaSMEdRaisingAchievementthroughFormativeAssessmentinScienceandMathematicsEducation
HeartRateInvestigation
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1. Content
Biology,heartrate.
2. Activity2.1 Aims
ContentKnowledge:• Studentswillunderstandtheeffectofexerciseonheartrate.• Studentswillrecallthattheaveragepulseforanadultatrestis70b.p.m.Students
willunderstandwhyexerciseaffectsheartrate.Process:
• Studentswilllearnhowtodoafairtest.• Studentswillbecomefamiliarwithusingaheartratesensor.• Studentswillassociateincreaseinheartratewiththegraphgoingup.
Skills:
• Informationprocessing-recording,presentinginformation.• Criticalandcreativethinking–examiningevidenceandreachingconclusions.• Communicating• Workingwithothers
2.2 Structure/Methodology
OverviewThislessonunitisstructuredinthefollowingway:Class1:
• Studentswillbedividedintogroupsandtheteacherwillexplaintherulesofgroupwork.
• Studentswillworkingroupsdecidinghowtomeasuretheirheartrate,recordingtheirideasonEducreationsorExplainEverything1.
• Teacherwillanalysestudentresponsestothistaskanduseittoplanforclass2.
1EducreationsisaniPadapplicationwhileExplainEverythingisaMicrosoftSurfaceapplica-tion.Theseapplicationsactasinteractivescreencastingwhiteboards,wherebystudentscanalsorecordtheirthoughtsaudiblyfortheteachertolistenbackto.
EducreationsApplication
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Class2:• Awholeclassdiscussionwillallowforstudentstore-examineandmodify(ifneeded)
theiroriginalheartrateactivity.• Studentswillcarryouttheirdesignedexperimentworkingasagroup.• Studentswillanswerthesecondquestionworksheetasagroupagainrecordingtheir
ideasonEducreationsorExplainEverything.• Teacherwillanalysestudentresponsestothetask.
MaterialsRequired:• iPads/Surfaces• HeartRatemonitors• EducreationsappforiPad• ExplainEverythingappforSurface• EachstudentwillneedaccesstohisorherindividualSchoology2account.• Worksheets1and2(youmayadaptthesetosuityourclassoranotherlesson)
Timeneeded:Twofortyminuteclasses.Itisimportantthatyoudothisactivityintwoseparateclassessoyouhavetimetoanalysethestudentresponsestothefirsttaskandplanaccordinglyforthenextlesson.BeforetheLesson:
• Ensurethatyouhavetheappsrequiredforthisactivityinstalledonthetabletswellinadvancetoavoidtechnicaldifficultiesinclass.
• Familiariseyourselfwiththetechnologybeforeintroducingittotheclass.• Printoutworksheets1and2.
Class1outline:• Begintheclassbydiscussingtheimportanceofgroupworkwithyourclass.• Explaintothestudentshowsuccessfulgroupactivitiesworkandhowtoassigngroup
roles.• Allowstudentstimetocomeupwithrulesforgroupworkandtodecideongroupro-
les.Dividestudentsintogroups.• GivestudentsaniPad/surfacepergroupandgetthemtoanswerworksheet1onthe
Educreations/ExplainEverythingapp.• Getstudentstosavetheirwork.• EithergetstudentstouploadtheirworktoSchoologyoremailthemtotheteacher
sothatyoucananalysethemandgivethemfeedbackinthenextclass.• (IfthereisnoInternetintheschoolanalysetheworksheetsfromtheiPads/Surfaces
directly.)2Schoologyisanonlinelearningenvironmentthatallowsteacherstocreateandmanageacademiccoursesfortheirstudents.Itprovidesteacherswithamethodofmanaginglessons,engagingstudents,sharingcontent,andconnectingwithothereducators.FormoreinformationseetheBeginnersGuidetoUsingSchoology.
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Class2outline:• Awholeclassdiscussionorbrainstormatthebeginningofclasswillallowforstu-
dentstorecaponthepreviouslesson.• Teacherwillusethisdiscussiontogivesomefeedbacktostudentsontheirprevious
workonthistask.• Studentswillbeputbackintotheiroriginalgroupsandtrytomodifyorchangetheir
originalmethod.• Studentswillcarryouttheirheartrateactivitiesingroupsrecordingtheirresultsas
theywork.Youshouldletthestudentsusetheheartratemonitors3forthisactivitywherepossible.
• Givethestudentsworksheet2todoontheiriPad/Surface.• Getstudentstosavetheirwork.• EithergetstudentstouploadtheirworktoSchoologyoremailthemtotheteacher
sothatyoucananalysethemandgivethemfeedbackinthenextclass.• (IfthereisnoInternetintheschoolanalysetheworksheetsfromtheiPads/Surfaces
directly.)Afterthelesson:Youshouldanalyseresponsestoworksheet2.Iftherearestillmisconceptionsordifficultieswiththistopictheyshouldbeaddressedbytheteacherinthenextclass.YoushoulduploadyourcommentsoranypicturefromtheactivitytotheFaSMEdSchoologypage.
3HeartRateMonitorsavailableat:http://www.vernier.com/products/sensors/heart-rate-sensors/
StudentsEngagedintheirHeartRateActivity
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2.3 Technology
Sampleprocedureforusingtheheartratemonitor:• AttachheartratemonitortocomputerviaBluetooth.• Startloggerprooncomputer.• Eithersetlengthofdatacollectionfor100sorgetstudentsto
stopdatacollectionat100s–dependingontheirlevelofcomfortusingtheequipment.
• Atrest:studentstanding.Holdhandgripsfollowingpalmandfingerpositions.Startdatacollection.Stopcollectionat100s.Storerun.
• Walkingonthespot.Startdatacollectionasstudentstartstowalkonthespot.Stopcollectionat100s.Storerun.
• Runningonthespot.Startdatacollectionasstudentstartstorunonthespot.Stopcollectionat100s.Storerun.
• Showallrunstoseethethreeresultstogether.• Savegraphforeffectofexerciseonheartrateofaparticularstudent.
Precautions/tips:
• Themaximumdistancethehandgripscanbefromthereceiveris80cm.• Mobilephonesandwirelesslaptopscaninterferewiththesignal.• Thereceiverscanpickupasignalfromotherhandgripssogroupsshouldbeatleast
2mapart.• Forsomepeopletherewillbeadelayofabout15sbeforetheheartratestartdata
startstobecollected(particularlyifhandsarecold).2.4 AspectsofFormativeAssessment
Withinthisseriesoflessonstheteachertriedtoincreaseandimprovestudents’participati-oninco-operativeworkinordertoengagetheminlearningtasksthatelicitevidenceofstudentunderstanding.Studentsweretoworkcollaborativelytodesignandcarryoutaheartrateinvestigation.Whilethelessonwassuccessfulinincreasingstudentcollaborationandgettingstudentsworkingco-operatively,itwasnoticedhowtheteacher’sfeedbackpracticeshadimprovedduringthisseriesoflessons.
HeartRateMonitor
Figure11:SampleofstudentworkonEducreations(A4)
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IntheinitiallessononA4theteacherhadinnovativelymadeuseoftheapplicationEducreationstobuildstructuredgroupfeedback.Thisfitsneatlyintothecuboidframeworkwherebytheteacherwasprovidingfeedbackthatmoveslearnersforwardthroughtechnologyfunctioninginthesendinganddisplayingofstudentinformation.Withintheapplicationstudent’sthoughtsabouttheirheartrateactivitieswererecordedontotheiriPadsandtheteacherusedthestudentthinkingtoinformhernextlesson.Figure11illustratesasampleofstudentworkontheapplication.Thequestionsposedbytheteacherthatthestudentshavetoexploreasagroupappearinthepicturetotheleftandthestudentsthenhavethespacetowritedowntheirideasontheright(AppendixCcontainsthequestionsthatthestudentsexplored).Theircommentsduringthetaskwerealsoaudiorecor-dedthroughtheapplication.Priortothesecondlesson,theteacheranalysedthestudent’sworkonthistaskandusedittobuildstructuredgroupfeedback.InthefollowinglessonitwasobservedthatshemadetimeforidentifyingandrespondingtoanyconceptualdifficultiesthatthestudentswerehavingaboutthecirculatorysystemandaddressedthesemisconceptionsatthebeginningofthelessonasdisplayedinFigure12.Thiswasparticularlyofbenefittolowachievingstudentsastheirmisconceptionsmayhavegoneunnoticedpriortointegratingthistechnologyintothelesson.Forexample,videodatagatheredinthelessonA4showshowtheteacherwasusingfeed-backintheformofeffectivequestioningtohelpastudentwithamisconceptioninrelationtotheenergycontentinsugar.Firstlytheteacherprovidedthestudentwithamplewait
Figure13:StudentsengagedduringgroupworkwithEducreations(A4)
Figure12:Sciencecaseteacher’sPowerPointSlide,anexampleofstudentanswerstobeusedtogivefeedback
toclass(A4)
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timeforthestudenttoconstructtheiranswer.Whenthestudentcannotanswersheprobesthestudentforunderstandingusingfurtherquestioning,whenthestudentisstillunsureshemakesuseofarandomrecallapplicationonheriPadtocallonastudentfromtheclasstohelpwiththeanswer.Thisindicateshowtheteachermadeuseofnumerouseffectivequestioningtechniquessequentiallyinherfeedbackpracticestohelpalleviateamisconcep-tionthatastudentwashaving.Duringthislessonstudentswereseentobeveryengagedwithtechnologyandwerefamiliarwithusingitinclass.Themajorityofgroupswerefocusedoncompletingtheirworkco-operatively.Theteacherdiscussedhowtheapplication(Educreations)aidedco-operativelearningandfeedbackpracticesduringteacherinterviews(discussedinsectionfour).Astheprojectisrootedindesignbasedresearchitisimportanttoexamineandmodifyacti-vitiestomakethemmorerelevantandusefultotheteachersandstudentswhoareusingthem.InlightofthisbothresearchersandYSAreviewedtheA4activityandareteachlessonwasplanned.Theteacherplannedthefollowingchangesforthelesson:
• Awholeclassdiscussionongroupworkandtheimportanceofroleswhenworkinginagroup.Thisisimportantinrelationtolowachievingstudentsbeingactiveinthesetypesofactivitiesandnotbeingovershadowedbyotherstudents.
• Distributethegroupsdifferently,withafairdistributionofactiveandnon-activestudents.
• Planningworksheettokeepthestudentsontaskandfocusedbeforeandduringtheactivity.
• Moreintegrationoftechnologywithinthelesson.AgainatthebeginningofthelessontheteacherusedinformationgatheredfromtheEdu-creationsapplicationtobuildstructuredfeed-backforthegroup.Thiswasonceagainveryeffectiveasithelpedstudentstomoveforwardwiththeirlearning.AsFigure14demonstrates,whenlisteningbacktothestudentsworktheteachernoticedthatstudentsweredisputingaboutgrouprolesandparticipation.Theteacherusedthisinformationtoclarifytostudentstheneedtoworkco-operativelyinclassinordertomeetthelearningobjectives.Shealsoreiteratedtheimportanceofnotonlyconcentratingontheindividualgrouprole,butalsoparticipatingfullyingroupwork.Inaddition,sheprovidedstudentswiththeobjectivesofthelessonsothestudentscouldbeinformedaboutwheretheirlearningwasgoing.Heretheteacherwasemployingtheformativeassessmentstrategyofclarifying,sharingandunderstandinglearn-ingintentionsforthestudents.
How$would$you$carry$out$your$experiment?$
By writing it up
Take the Pulse and then do
something that can up your heart rate, then see the
difference
Measure the heart rate when relaxed. Do exercise. Measure the heart rate again
Take their heart rate before the run ,
then take it again after and see how much it increases
Errrr.....U
mm
m
I’m not reading it’s your turn...I think
Compare the two results; before and
after
Figure14:Sciencecaseteacher’sPowerPointSlide(reteachlesson),anexampleofstudentanswerstobeusedtogive
feedbacktoclass(A4)
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Withinthislessonthereweresomechangestotheteachersquestioningskills.Shebeganthelessonusingquestioningdirectedindividuallyatparticularstudentsandmanyofherquestionswereofalowerorder.Questionssuchas“wheredowegetourenergyfrom”and“whatiscarriedintheblood”weredirectedatindividualstudentscausingotherstudentstobecomedisengagedwiththeactivityandgetdistractedbythecameraatthebackoftheroom.Thiscouldhavebeendetrimentaltolowachievingstudentsastheirlackofengage-mentwasnotmovingthemforwardintheirlearning,howeverasthelessonprogressedtheteacheradaptedmorequestionsofahigherorderanditwasevidentthatshewantedstu-dentstoexplaintheirreasoningtotheiractivityconclusions.Theteacherchallengedthestudentsbyaskingthemwhytheirresultswereastheyareandwhatwouldtheydodifferentlyiftheyweretorepeattheprocess.
3. FurtherInformation
Questionstodrivestudentlearning(directingthemtothelearningoutcomes):• Howdoesexerciseaffectheartrate?• Howdoesrestaffectheartrate?• Isyourpulsethesameasyourheartrate?Whatisanadult’saveragepulserateat
rest?Questionstoprobeunderstanding:
• Whydoesyourheartbeatfasterwhenyouexercise?• Isexercisetheonlythingthataffectsheartrate?•
Questionstogetstudentsthinkingabouttheirownlearning(metacognition):• Whatdidyoulearnaboutheartrate?
Initialquestionsleadingtothequestionsstudentswillworkonduringtheactivity:
• Whatdoesyourheartdo?• Whydoesyourheartbeat?• Whatdoesbloodbringtoallthepartsofyourbody?Whydoallpartsofourbody
needoxygen?• Whydoallpartsofourbodiesneedfood?• Doesyourheartratestaythesameallthetime?• Doesexerciseaffectyourheartrate?
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Worksheet1:HeartRateInvestigation
1. Doyouthinkexercisechangesyourheartrate?
2. Canyougiveareasonwhy?
3. Ifyouweredesigninganexperimenttotestthis,what
equipmentwouldyouneed?
4. Howwouldyoucarryoutyourexperiment?
5. Howwouldyoumakeyourexperimentfair?
6. Whatconclusionswouldyouexpectfromcarryingoutthisexperiment?
Worksheet2:HeartRateInvestigation
1. Dideveryoneinthegroupparticipateintheexperiment?
2. Whatcanyouconcludefromdoingthisexperiment?
3. Wereyourresultsasyouexpected?
4. Ifyouweretodothisexperimentagainwhatwouldyoudodifferently?
5. WhatwasyourfavouritepartofthisFaSMEdactivity?
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4. References
Bell,B.,&Cowie,B.(2001).Thecharacteristicsofformativeassessmentinscienceeduca-tion.ScienceEducation,85(5),536-533.
Black,P.,&Wiliam,D.(1998).Assessmentandclassroomlearning.Assessmentineducation,5(1),7-74.
Technology Device Description,howteachersandstudentsusedthetechnology
Functionalityoftechnolo-gy
FormativeAssessment
Educreationswww.educreations.com
iPad(app) Screencastingapplication,visualandaudiorecordingofstudentwork
-Sendinganddisplaying-Processingandanalysing
-Activatingstudentsasresourcesforeachother-Providingfeedbackthatmoveslearningforward
ExplainEverything(AlternatetoEducrea-tions)www.explaineverything.com
Anytabletdevice(availableasaniPad,android,chromebookandwindowsapp)
Screencastingapplication,visualandaudiorecordingofstudentwork
-Sendinganddisplaying-Processingandanalysing
-Activatingstudentsasresourcesforeachother-Providingfeedbackthatmoveslearningforward
Schoologywww.schoology.com
Anydevicewithamodernwebbrowser–smartphones,tablets,PC’s,laptopsetc.(availableasaniPadapp)
Onlinelearningenvironmentthatallowsteacherstocreateandmanageacademiccoursesfortheirstudents.Itprovidesteacherswithamethodofmanaginglessons,engagingstudents,sharingcontent,andconnectingwithothereduca-tors.
-InteractiveEnvironment -Activatingstudentsasresourcesforeachother-Providingfeedbackthatmoveslearningforward-Activatingstudentsasownersoftheirownlearning
Loggersoftwareusedinconjunctionwithhandheldsensortechnologywww.vernier.com
AnydevicethatisBluetoothcompatibleorhasaUSBport
Forexampletemperatureprobes.Usedtogatherdatainrealtimetofacilitateindepthanalysisofgraphscreatedviatheloggersoftware(Log-gerPro).
-Sendinganddisplaying-Processingandanalysing
-Activatingstudentsasownersoftheirownlearning-Activatingstudentsasresourcesforeachother-Engineeringeffectiveclassroomdiscussionsthatelicitevidenceofstudentunderstanding