Hire a set of 4 devices for Science week
£80.00 +VAT+Delivery
Contact: info@tyncan.com Tel: 07949293995
British Science Week 6th – 15th march
Dataloggers in the Science Curriculum
From the Science National Curriculum:
Working Scientifically using the Labdisc datalogger from Globisens
During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
Labdisc
- asking relevant questions and using different types of scientific enquiries to answer them
- setting up simple practical enquiries, comparative and fair tests
- making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
- gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
- recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
- reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
- using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
- identifying differences, similarities or changes related to simple scientific ideas and processes
- using straightforward scientific evidence to answer questions or to support their findings.
During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
- planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
- taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
- recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
- using test results to make predictions to set up further comparative and fair tests
- reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
- identifying scientific evidence that has been used to support or refute ideas or arguments.
In Key Stage 3 Data loggers can be used across all disciplines Biology, Physics and Chemistry
If you are planning to incorporate analysis and set up experiments next half term then consider hiring a set of Dataloggers. Four Labdiscs with external sensors or four Mini Labdiscs with external sensors. Free software download for any operating system with examples. All the devices have GPS to allow experiments and sensor readings to be mapped to Google maps.
ICT for Education Conference Newcastle 20th September 2019
We are very happy to be exhibiting at the ICT for Education conference in Newcastle. We have put together a great line up of things that will stimulate learning in the classroom. The emphasis is about getting technology into the hands of young people.
We have Coding:
Mathematics using Scratch
Mr Bit
MIT agreed to include vector graphics into Scratch allowing the language to incorporate visual mathematical learning
Mr Bit is the ideal companion to the BBC micro:bit allowing code to be created using English sentences in a logical approach.
We have Robotics:
OTTO is a new robot. The philosophy behind the project is to build a worldwide community of practice. You can use all the resources of OttoDIY for free but the Otto DIY website must be included in any redistribution and remixes to abide by the CC-BY-SA license.
We sell kits with and without the body. We are looking to provide a range of body alternatives. This is a very exciting concept for us.
We have Science:
Physio
Inquiry Based Learning
Managing Director Mike Carter with a GenSci Labdisc
The Labdisc is one of the most sophisticated data loggers available. There are specific data loggers for Biology, Chemistry and Physics. We also have a General Science and Environmental Labdisc. All have specific inbuilt sensors and they all have the facility to accommodate extra external sensors. They are all portable with GPS.
Labdisc Mini
The Mini device is used in conjunction with tablets. There are fewer sensors but it has GPS so is a very versatile device.
If you are planning to come to the ICT for Education Conference we would welcome the opportunity to show you our products and talk about how we can help support your curriculum.
If you would like more information then please email info@tyncan.com or visit our website www.tyncan.com
can be used as a stand-alone device in the filed
The Labdisc mini operates in conjunction with a tablet but has inbuilt sensors and GPS
Labdisc Mini
If you are attending the conference please come and talk to us about your curriculum needs. We will be on Stand 38.
Lack of Budget is a barrier to young people learning!
40 per cent of secondary schools state ‘lack of budget’ is a key barrier to using EdTech, according to a survey for the British Educational Suppliers (Besa) – a sharp increase from 14 per cent in 2017.
We are trying to help schools to put digital technology into the hands of young people.
This is a General Science data logger. It is easy to use, comes with 13 sensors built-in and includes GPS.
The software that goes with the Labdisc is free on all platforms. Students are able to log their own data in real-time and see the changes using GPS and Google Maps. Interrogate data inline, table and graph format. Annotate data to show understanding. Export to other tools for presentation.
The Labdisc costs £377.00 plus VAT and delivery. Whilst this is expensive, the device has some high-end functionality and includes delicate instrumentation it is also value for money. We want young people to have access to this type of technology and so we have packaged four devices including external sensors (pH probe) for hire to schools.
So a set of four General Science dataloggers can be hired for a half-term period (notionally 6 weeks) for £377.00 +VAT and delivery. simply go to
https://www.tyncan.com/hiretech
We are passionate about technology and we want to help schools with their budget constraints.
We hope you have a lovely Summer break.
Free Coding course for UK teachers
Relationships Education, Relationships and Sex Education (RSE) and Health Education
Statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers.
We need to look at delivering Online Safety through different subjects but we need to be joined up concerning the message. This document has references to Online Safety and what we need to be concentrating on.
Online relationships
Pupils should know:
• that people sometimes behave differently online, including by pretending to be someone they are not.
• that the same principles apply to online relationships as to face to face relationships, including the importance of respect for others online including when we are anonymous.
• the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them.
• how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.
• how information and data are shared and used online.
Paragraph 80.
Internet safety should also be addressed. Pupils should be taught the rules and principles for keeping safe online. This will include how to recognise risks, harmful content and contact, and how and to whom to report issues. Pupils should have a strong understanding of how data is generated, collected, shared and used online, for example, how personal data is captured on social media or understanding the way that businesses may exploit the data available to them.
By the end of secondary school:
Online and media
Pupils should know:
• their rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts, including online.
• about online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online.
• not to provide material to others that they would not want to be shared further and not to share personal material which is sent to them.
• what to do and where to get support to report material or manage issues online.
• the impact of viewing harmful content.
• that specifically sexually explicit material e.g. pornography presents a distorted picture of sexual behaviours, can damage the way people see themselves in relation to others and negatively affect how they behave towards sexual partners.
• that sharing and viewing indecent images of children (including those created by children) is a criminal offence which carries severe penalties including jail.
• how information and data are generated, collected, shared and
used online.
Internet safety and harms
Pupils should know:
• that for most people the internet is an integral part of life and has many benefits.
• about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing.
• how to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private.
• why social media, some computer games and online gaming, for example, are age restricted.
• that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health.
• how to be a discerning consumer of information online including an understanding that information, including that from search engines, is ranked, selected and targeted.
• where and how to report concerns and get support with issues
online.
• the similarities and differences between the online world and the physical world, including: the impact of unhealthy or obsessive comparison with others online (including through setting unrealistic expectations for body image), how people may curate a specific image of their life online, over-reliance on online relationships including social media, the risks related to online gambling including the accumulation of debt, how advertising and information is targeted at them and how to be a discerning
consumer of information online.
• how to identify harmful behaviours online (including bullying, abuse or harassment) and how to report, or find support, if they have been affected by those behaviours.
Delivery and teaching strategies
Paragraph 107.
The national curriculum for computing aims to ensure that all pupils can understand and apply the fundamental principles and concepts of computer science, including logic, algorithms and data representation. It also covers e-safety, with progression in the content to reflect the different and escalating risks that young people face as they get older. This includes how to use technology safely, responsibly, respectfully and securely, how to keep personal information private, and where to go for help and support.
Sources of Information
Online safety
Education for a Connected World is the UK Council for Internet safety (UKCCIS)
framework of digital knowledge and skills for different ages and stages.
Sexting advice from UKCCIS for schools on preventative education and managing
reports of sexting.
Thinkuknow is the education programme from the National Crime Agency (NCA) and Child Exploitation Online Programme (CEOP), which protects children both online and offline.The site offers materials for parents, teachers and pupils on a wide range of online safety issues and facts about areas such as digital footprints, recognising fake websites and checking URLs.
