InspireData (review)

July 5, 2007 on 12:51 pm | In Handling data, KS1, KS2, KS3, graphing, review - software, user stories | 1 Comment

Inspiration, the mind mapping software, is widely used in education. InspireData is a new addition, in this academic year, from the same publisher.The principle behind InspireData is much the same as its established sibling: visual learning by direct manipulation through an intuitive interface. I’ve never seen anything to compare with it: data are entered (or copied and pasted) into a conventional looking worksheet, instantly familiar to an Excel user, but nothing after that resembles what you may be used to in a spreadsheet, graphics program, or other data manipulation package. In trials with pupils and students aged from eight to eighty three, over the past few weeks, I’ve found it uniquely effective.

When you first switch from the worksheet to visualisation, you will find your data points scattered randomly all over the desktop. I found that this works well with introductory sorting exercises with found objects or record cards - especially if you start by applying a Venn diagram.

I say “applying” a Venn diagram, not “drawing” one, deliberately. Everything you (or the student) do here assembles itself before your eyes, each data point moving across the screen from its random initial position to the appropriate place in the graphic. Click the on screen Venn diagram button twice, to create two set loops; click each loop in turn and define them as “male” or “female”. Assuming that you have entered the name and gender of each pupil as your data, the points will travel quickly (but not too quickly) across the screen and cluster in the appropriate loop segments. Now switch on data point labels with another click, choosing “name”, and each point will show which pupil it represents. Now each member of the class can watch her or his own personal avatar move about in subsequent work.

Now click the stack diagram button. The Venn loops disappear, the points move again, and when everything comes to rest your pupils are stacked up in two bars above “male” and “female” markers, graphically showing the gender balance of the class.

Everything works the same way. If you entered the heights of your class members in centimetres, along with their genders, click the variable used for that stack chart and select “height”. More visual rearrangement, as the names shift around to align with the height bands which appear across the x-axis to replace the gender labels, for a schematic histogram. Select colouring, and the point beside each name changes hue to reflect gender - blue for girls, red for boys, perhaps. The way height is distributed by gender is immediately there for discussion. You can, if you wish, take the colouring back into a Venn diagram but this time define the loops as (for example) “height more than 120cm” and “height less than 150cm”, then discuss the way genders divide across the three set segments.

Pie charts work the same way. Leave the gender colouring in place, and define the sectors of the pie to reflect height bands - maybe start with the same three, then add more to increase the resolution as discussion develops. With each change, the names will shuffle about the screen to adopt their correct positions.

This needn’t seem to have anything to do with maths, so it’s a wonderful way to painlessly develop categorisation and quantitative vision alongside science as fun - possibly in an apparently nonscience context. I spent a session with a ten year old soccer team, feeding in their own choice of vital statistics for their personal heroes (club, field position, age, height, weight, number of goals last season…; for Beckham, Gerard, Rooney…).

Though I didn’t use it here, there is the facility to use custom icons (either across a whole variable or case by case), so a small photograph of each player would have been a valuable addition. Discussing the patterns which InspireData threw up, they generated their own questions, hypotheses, lines of enquiry. One of them had read a rule of thumb for ideal relation of height to weight - and InspireData moved the players (colour coded by performance) into a scattergram. Then, two hours in, one lad said: “could we use this for maths?”Getting the information into the worksheet is simplicity itself. There is a simple data entry form, called “Questionnaire”, into which each student can individually type their chosen information without having to navigate the worksheet at all. You can, if you wish, add helpful comments to each field (such as “how many goals did your player score last season?”). The user types into clearly laid out boxes, edits until they are happy, then a click commits the result to a row in the sheet.

For its purpose, and its level, I can’t praise this program highly enough. If you do any kind of data handling, in any subject, at any level where your learners are new to data analysis and would benefit from a visual approach, buy it.

[contributed by Felix Grant]

Virtual experiments from Kinetic Books

April 17, 2007 on 12:03 pm | In A-level, A2-level, AS-level, Software, active geometry, mathematics, physics, primary education, review - software, secondary education, virtual experiments, wider context | 1 Comment

Supplier: Kinetic Books, http://www.kineticbooks.com.

One of the challenges in tackling the declining popularity of science subjects throughout education, or seeking to increase the scientific literacy of those who will not be scientists, is how to make experimental science concepts accessible, fun and relevant. Tapping into the skills and environments which young people already inhabit is one very good way to tackle that challenge.

Kinetic Books offer a system of online or CD based textbooks and virtual labs; I was particularly interested in the Virtual Labs, and concentrated mainly on those. The system is explicitly designed for learning across a range of physics topics, but the way they are presented makes it very easy to incorporate selections from the material into other courses too. Mathematics, of course, is an obvious beneficiary, but scientific thinking components can be introduced or strengthened within other areas from social studies through critical thinking and public understanding of science to art history.

There is a core of instructional material, with good use of hypertext sidebars offering expanded information plus frequent check and stimulus questions. There are also links to material elsewhere, and graphically simulated experiments. It could be used as a self study resource pure and simple; there will be contexts in which that is appropriate, but for me the strength lies in the ease with which bite sized parts can be used to enrich other approaches.

The levels of mathematics involved encourage this second view. Learners do not need calculus, but are expected to be comfortable and fluent in manipulation of inverse quadratics. The interactive simulations, on the other hand, could be used alone to develop intuitive understanding at any level from infant school upward. Selecting portions in this way, I’ve experimented successfully with learners aged from 8 to 34. There is also the question of national differences in curriculum; British teachers would find frequent discontinuities between US and UK content if they tried to work exactly to KB’s structure without adaption.

For me, the simulations are the real centre. Using graphics to good effect they provide the opportunity for hands on experiment with a range of models which are difficult or impossible to set up physically, and hard to observe reliably.

The motion of a simple projectile can be modelled easily enough using a bouncing ball, but monitoring the velocity and position of that ball with any precision requires either video recording or specialised equipment and lots of time. Getting access to a helicopter is usually both difficult and expensive. Orbital mechanics are entirely beyond any realistic classroom or lecture theatre environment. Using Kinetic Books’ virtual physics lab, all three become very quick and trivially easy to explore, with unlimited reruns allowing deep exploration in the time needed just to set up a ball bouncing experiment.

The simple projectile is modelled as a cannon ball (one dimensional motion having already been covered beforehand). First it rolls out of the muzzle and falls vertically to ground. Then, by adjusting the muzzle velocity, the learner attempts to drop it into a pile of sand some distance away - unsuccessful attempts remaining on the ground where they land, as markers, while trial and error brings subsequent shots closer and closer until the sand pile is scattered by a direct hit.

The cannon starts in a fairytale Arthurian style castle, then later appears on a globe as Newton’s Cannon for the first introduction to orbital and escape velocities. After that, it is replaced by the moon - which, in a game style setup, must be restored to orbital velocity before it falls and destroys the Earth. Further simulations involve docking of two spacecraft on different orbits, the twin moons of Mars, and so on. The orbits concerned are not simple geocentric circles, either - Deimos, for instance, changes its elliptical motion in relation to both Mars and Phobos, its velocity visibly changing between perigee and apogee.

I’ve concentrated on projectile motion because it is a key part of the freely available trial material, but there are plenty of other topics - waves, thermodynamics, electricity and magnetism, light and optics - at levels from the concept of measurement to special relativity and quantum or nuclear physics.

Pricing is realistic in comparison to other resources, and can be managed in various ways to suit different usages - even light use will justify the expenditure on perpetual licences, and individual private copies are affordable by any student who already buys course books. The experiments rely on Java, Quicktime and Flash, but those are free downloads. I hit an initial problem with some of them not displaying correctly, but response from Kinetic Books to my call for help was prompt and effective - the solution is a simple tick box in Quicktime’s setup.

Nothing in this world is ever perfect, and a review wouldn’t be complete without mentioning a couple of minor reservations, and the textbook entry on SI units illustrates both.

The importance of “powers of ten” is presented, and 1000 metres in a kilometre is given as an example (though this is an American text, so be prepared for US spellings of “meters” and “kilometers”). The principle of ten to the power three as a standard spacing, however, is not made clear without following further links.

Then there is the embedding within a wider, nonscience cultural context. This is one of the things I really like about Kinetic Books, and a reason why I would recommend them, but it has its tightropes and pitfalls. For instance, while I am very glad to see the origins of the SI set in the larger picture of revolutionary France, I might have preferred students to decide for themselves, rather than be told, that the “revolutionaries were a little extreme (as revolutionaries tend to be)”.

But, I repeat, these are minor details in a well designed and thought out whole which I recommend.

I’m very grateful to Donna (see contributors page) for pointing me towards these resources.

Supplier: Kinetic Books, http://www.kineticbooks.com.

[Contributed by AbsentCat]