ICT IN SCIENCE
There are plenty of ideas for using ICT in other subjects in the National Curriculum
programmes of study (PoS), especially in science.
References to ICT in other subjects may be in the statements themselves (i.e. they are
statutory) or identified as an “ICT opportunity”. There are many of these in science.
Prepare templates in a word processor for writing reports in science to ensure that pupils
include all they should in their inquiry.
Use computer simulations in science when doing the „real thing‟ is not possible because
the experiment is too expensive, too dangerous or just not possible.
Don‟t use computer simulations or models if it is possible to do a practical investigation or
experiment.
Use a variety of content-free software to deliver science such as graphing packages,
databases, spreadsheets, data-logging and control programs, graphics programs and
word processors.
Using data-handling programs in science will inevitably lead to links with the mathematics
PoS.
Use sensors and data-logging software when delivering science topics such as “Sound”,
“Light and Colour”, “Weather” and “Materials”.
Remember that ICT does not always mean making use of the computer. In science use can
be made of digital cameras, video cameras, TV programmes and digital measuring devices.
Make use of the many excellent websites for use by the science teacher AND pupils in
their science lessons. Always check websites thoroughly before use with children.
Science Year ended in August 2002 but the Science Year website, now renamed “Planet
Science” (http://www.planet-science.com/) is still going strong! The site “is for all children
who study science and the teachers and other adults who support them”. There are lots of
online activities for children of all ages. The site was geared more for secondary children but
now has a great “Under 11s” section. There is valuable information for the teacher, as well
as ideas and resources for the classroom. And much more! Check it out soon.
Real scientists use ICT to collect data automatically, to handle data from experiments,
to model ideas, to search for information and to present information. If scientists do all
of this shouldn‟t children (the scientists of tomorrow!) emulate them in their science
lessons? Of course they should! You will find that your school (more than likely) has
the software and hardware for the job.
Collecting data automatically? Use sensors, an interface and a data-logging program.
Handling data from experiments? Use graphing programs, databases and spreadsheets.
Modelling ideas? Use simulations found on CD-ROMs. Searching for information? Use the
internet and the plethora of science websites. Presenting information? Use a word processor,
a DTP program or a presentation package.
Tony‟s Tips (2005)
When children are preparing to do an experiment or an investigation in science they
are expected to predict the outcome, perhaps putting forward a hypothesis. They can
develop and articulate their ideas collaboratively with the help of a word processor.
A general science report template for children can be presented in a word processor by
making use of text boxes and/or forms. This will help them to structure the process and help
ensure their report contains all that it should.
Sometimes it is a good idea to give small groups of children the chance to present their
results with a presentation package such as PowerPoint. With the use of a projector or
an interactive whiteboard the children will have the opportunity to deliver their
presentation to the whole class in a really professional manner. They can reveal their
findings in an exciting, possibly interactive way.
A drawing or sketch of the equipment used in an experiment is often included in a report.
However, sometimes it may be appropriate to use a graphics program or the drawing
facilities included in a word processor. Excellent circuit diagrams, for example, could be
produced using the rectangle, line and text tools.
Databases are useful if you need to collect several categories of scientific data and you
then wish to analyse them. Microsoft Access and even Excel (which can used to create
databases) may well be suitable for secondary pupils. Primary children need a
friendlier program such as 2Investigate, Junior Viewpoint or Information Workshop
2000.
Although some programs come with prepared files you can find ready-made data files on the
internet. “Datasets” (and sometimes worksheets to go with them) can be found at many
websites including:
http://www.rogerfrost.com/dbf.htm (Roger Frost‟s Dataloggerama - files in CSV format);
http://www.primaryict.info/database_help.htm (Information Workshop files);
http://www.logo.com/juniorviewpoint/datafiles.html (Junior Viewpoint files for KS 2, 3 and
4).
Sometimes doing the „real thing‟ (like an experiment or observing a scientific process)
is just too expensive or too dangerous. So, using a model or a simulation (on CD-ROM
or on the Web) is often a great idea, particularly if you have a projector or interactive
whiteboard in your classroom. These are ideal for demonstrations when whole-class
teaching.
However, usually real first-hand experience is always preferable. Watching a volcano form
igneous rocks using a simulation is one thing, but using a simulation to create an electrical
circuit may not be appropriate when you can supply pupils with wire, crocodile clips,
batteries and bulbs.
Use of control software in science can sometimes lead to some exciting work. Writing a
sequence of instructions to control traffic lights, to make Christmas tree lights flash or
to send Morse Code messages is challenging work for children of all ages. KS 2
children (and older) may like to try the exercises at this website
http://www.channel4.com/learning/microsites/I/ict/control/index.shtml.
Tony‟s Tips (2005)
There are many excellent control programs out there on the market today. Search the TEEM
(http://www.teem.org.uk/) and Curriculum Online (http://www.curriculumonline.gov.uk/)
websites for independent reviews/evaluations. “Flowol” (Data-harvest) seems to be very
popular these days as it can use „mimics‟ (on-screen models) instead of expensive kit.
However, if you can afford their “Flowgo” pack, then so much the better. Information can be
found here http://www.data-harvest.co.uk/control/flo_software_p.html .
Some control programs also allow sensors to be used. This can be useful in that, for
example, a temperature sensor could act as a „trigger‟ to switch on an alarm if the
temperature fell below a certain level. Mixing control and data-logging like this can be
very exciting for children – and their teachers!
CD-ROMs about science are plentiful and the standard of the content is normally very high.
They often include videos or animations that demonstrate various scientific concepts from
the way particles behave to the water cycle. They contain excellent information on any topic
if the software is suitable for the age range you are teaching.
CD-ROMs about science often contain useful quizzes about various topics. However,
an excellent free piece of science revision software (for all ages) called “Brightsparks”
is available from the Planet Science website at http://www.planet-
science.com/sciteach/index.html?page=/sciteach/bright_sparks/ .
Teachers of science would do well to explore the internet if they are looking for information
and resources by using websites of professional associations. For example, the Association
for Science Education (http://www.ase.org.uk/), the British Association (http://www.the-
ba.net/the-ba), the Science Teaching Trust (http://www.azteachscience.co.uk/) and Science
Through Schools (http://www.bbsrc.ac.uk/society/schools/Welcome.html).
There are some amazing science-related websites for children on every aspect of
science. Some of the better general science sites include Science Clips (5-11)
http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml , Science & Nature (BBC)
http://www.bbc.co.uk/sn/ , The Science Explorer
http://www.exploratorium.edu/science_explorer/index.html and Brainpop
http://www.brainpop.com/ .
If you‟re a teacher of science you may wish to take your class on a visit to one of the many
science museums around today. However, if time and cost put you off the idea many of them
can be visited online and they offer some interesting interactive activities for children. Try
these for example, The Science Museum http://www.sciencemuseum.org.uk/ ,
Exploratorium http://www.exploratorium.edu/ and the Natural History Museum
http://www.nhm.ac.uk/ .
Remember that a computer does not necessarily have to be used in science lessons.
There are many other useful ICT devices that could be utilised including electronic
microscopes (to view the colours in a human hair), digital cameras and video recorders
(to monitor and record changes), audio equipment (to record reports of investigations
or for sound experiments), TV programs (to extract information on a science topic)
and digital measuring devices of all kinds (to take accurate measurements in
experiments).
Tony‟s Tips (2005)
Have you seen Becta's publication called "Using web-based resources in Primary Science"? Or
the one called "Using web-based resources in Secondary Science”? You should as these are
excellent leaflets on how to get the best out of the Web in your subject. You can order either of
these publications (and others) from here:
http://www.becta.org.uk/corporate/publications/index.cfm
They are all free. You can also download them in PDF format.
Quick links to the primary sites mentioned can be found here:
http://www.ictadvice.org.uk/index.php?section=tl&catcode=as_cu_pr_sub_13&rid=3596
Quick links to the secondary sites mentioned can be found here:
http://www.ictadvice.org.uk/index.php?section=tl&catcode=as_cu_sec_sub_13&rid=4754
Tony‟s Tips (2005)