“Testing the waters”, Connected, level 3, January 2018
10 January 2018
In this article scientists are testing the health of the Maitai River. Find out what data they collect and what can be done to make our rivers cleaner and healthier for everyone.
You can find the article and the teaching notes here: “Testing the waters”, Connected, level 3, January 2018
Other useful resources
The students at this school are using the internet of things to collect data on the rising water levels at their school.
The students from Nelson College for Girls Bronte House, Nelson Intermediate, Victory Primary School, and Auckland Point School have been involved in a digital art project to highlight the relationship between water temperature and dissolved oxygen. They helped construct an Internet of things in the form of data gathering sensors that relayed real-time data of water temperatures through the colour of LED light illuminating perspex fish.
These could include:
- What data were the scientists collecting about the Maitai stream and the students about the York stream?
- What digital devices did the students use to collect and display data about the Maitai stream?
- What digital devices and their applications do you think the scientists may have used to display their information about the Maitai stream?
- The LED light illuminating perspex fish created by the Nelson students is a technological system. What are its inputs and outputs?
Progress outcomes for discussion starters
|Designing and developing digital outcomes||Progress outcome 1||Level|
|In authentic contexts and taking account of end-users, students participate in teacher-led activities to develop, manipulate, store, retrieve, and share digital content in order to meet technological challenges. In doing so, they identify digital devices and their purposes and understand that humans make them. They know how to use some applications, they can identify the inputs and outputs of a system, and they understand that digital devices store content, which can be retrieved later.||2|