Though I graduated with a BEd qualified to teach English and Social Studies, it just wasn’t meant to be. As I work to build our program, I am exploring new ideas that see students take an active role in their learning, more inter-disciplinary work with departments in our school, the development of a STEM For Girls program in our building, and organizing participation in challenges from the ESA, the Students on the Beamline program from CLS, and our local science fair.
Pasco capstone data dissappears professional#
These experiences and being part of professional development workshops with the AAPT and the Canadian Light Source (CLS) this summer has given me the opportunity to speak to many Physics educators around the world to gain new insights into how my classroom evolves. Following this, I returned to Canada and began working with the Perimeter Institute, becoming part of their Teacher Network. This incredible opportunity gave me the opportunity to learn from scientists working on the Large Hadron Collider and from CERN’s educational outreach team at the S’Cool Lab. At the end of my first year teaching Physics at Crocus Plains I applied for CERN’s International High School Teacher Programme and became the first Canadian selected through direct entry in the 21 years of the program. I believe very strongly in showing students what Physics can look like and build lots of demonstrations and experiments for my classes to use, including a Reuben’s tube, an electromagnetic ring launcher, and Schlieren optics setup, just to name a few that have become fan favourites among the students in our building. Being in the vocational school for the region has led to many opportunities to collaborate with our Electronics, Design Drafting, Welding, and Photography departments on highly engaging inter-disciplinary projects. In 2018 I finally had the opportunity to once again teach Physics and have been working hard to build the program. In 2011 I moved back to Brandon, Manitoba and started working at the school I had graduated from, Crocus Plains Regional Secondary School.
While there I also started a tremendously successful new course that gave students the ability to explore their interests in science and consisted of students completing one project a month, two of which were to be hands-on experiments, two of which were to be research based, and the final being up to the student. While teaching Physics there, I decided to invest in PASCO products and approached the Killarney Foundation with a proposal about funding the Physics lab with the SPARK Science Learning System and sensors.
Begin recording data.Having graduated with a major in Computer Science and minors in Physics and Mathematics, I began my teaching career at Killarney Collegiate Institute in Killarney, Manitoba in 2009. Start the PASCO data acquisition software. NOTE: If more distance is needed between the sensor and the interface, plug the sensor into a PASPORT Extension Cable, and then plug the cable into the interface. Plug the Barometer/Low Pressure Sensor into one of the PASPORT input ports of a PASCO interface. The inline connector can be used to attach a piece of tubing to a one-hole stopper, for example. The quick connector attaches to the pressure port on the front end of the sensor. The sensor includes plastic tubing, four inline connectors, and four quick connectors. With the data acquisition software, the sensor canīe used to measure the barometric pressure over a period of time, the difference in air pressure related to a change in alti- tude, or the the change in pressure inside a plant due to tran- spiration.
Pasco capstone data dissappears software#
The sensor is designed to work with a PASPORT-compati- ble interface (such as the UI-5100 850 Universal Interface) and PASCO data acquisiition software (such as PASCO Capstone).
The PS-2113A Barometer/Low Pressure Sensor measures atmospheric pressure in inches of mercury (Hg), hectopas- cals (hPa), kilopascals (kPa), and millibars (mBar). *See the PASCO catalog or the PASCO web site at for more information.
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