Students will explore the differences between digital and analog tools as they are used to make scientific observations

• 3-4:
  • 1. Make accurate observations using appropriate tools and units of measure.
  • 5. Explain how differences in time, place, or experimenter can lead to different data.
  • 6. Explain how different conclusions can be derived from the same data.
• 5-8:
  • 1. Make accurate observations using appropriate tools and units of measure.
  • 5. Explain how personal bias can affect observations.
• 9-12:
  • 1. Make accurate observations using appropriate tools and units of measure.

• Comparing
• Describing
• Contrasting
• Differentiating
• Examining

The class must be familiar with general use of the Vital Signs equipment.

• Linguistic/verbal
• Naturalistic
• Visual/spatial
• Interpersonal
  (with extension of asking if students notice any differences in how each group approached this task. Were some groups more visually-oriented in their observations, others more numerically, others attuned to other senses...moisture, sounds....or viewed from a different perspective (eyes at ground level perhaps?).

• Vital Signs tools (Palm with VS software, temperature probe, camera, GPS)
• analog thermometer
• 5 maps
• 5 compasses
• paper
• pencils/pens
• clipboards
• 1m² frames (ie. PVC piping) -or- meter sticks and masking tape.

Scientific observation is one of the cornerstones of the scientific method. Scientific tools, such as thermometers, have been used to enhance observation and deepen discovery. To use new tools effectively, scientists must recognize where new technologies add value, and where they don't. This activity is a precursor to more formal quadrat analysis in the Vital Signs activity, 'Know Your Place.'

PART I - Gathering Data (Outdoors)

1. Choose a convenient study area in a primarily natural environment. While you may choose to visit your Vital Signs study site(s), any area with varied ground cover will suffice.
2. Break students into teams of 2-3.
3. Provide half the teams with Vital Signs tools (do not mention calibration) and the others with paper, pencils, and an analog thermometer.
4. Provide all teams with either a 1m² frame or a minimum of 1 meter stick and masking tape.
5. Ask student groups to spread out and "randomly" select a study area away from other groups by carefully throwing their frame or meter stick. If you are not using pre-built frames, pre-determine a method for defining study plots. For example, you could decide that a meter stick with metric units on one side only would define one side of the study plot. Mark out the remaining corners and/or sides of the plot with masking tape or natural objects.
6. Using the tools they've been given, ask students to describe their area "better than anyone ever has before" for presentation later on. Give a clear time limit of at least 10 minutes. If time allows, switch tool sets and restudy the same areas keeping separate notes.

1. Ask students to summarize their findings from their first round of observations within their groups. Include methods, observations, and a summary description of their 1m² area.
2. Have students prepare short (5 minute) visual presentations of their findings on a classroom board, poster-size paper, or powerpoint with projection, etc.
3. Use the presentations as a vehicle for classroom discussions:
   • Qualitative vs. Quantitative data
   • Accuracy (trueness) vs. Precision (repeatability)
   • Error (instrument and observational)
   • (Importance of calibration - if applicable to temperature probes)
   • Comparison across plots and whether the class could use the data to generalize the area studied.
   • Difference between science (study) and technology (tools for study)
4. Using the analog thermometer and the uncalibrated Vital Signs temperature probe as an example, discuss how technology is a set of tools that must be used carefully and responsibly.
5. As a class, brainstorm as many possible descriptors of the 1m² plots as possible. Group these into larger categories of physical, chemical, biological, etc. to be used in the activity, "Riparian Boot Dance."

• Invention convention - Design your own accessory to the Vital Signs kit that would enhance observations - Identify a need, brainstorm solutions, design an accessory, present with words, drawings, and possibly a model.
• Take a diversion into the history of the thermometer. Links:
• (9-12) Determine the accuracy of the Vital Signs equipment (probe, GPS). Consider linking this with other science and/or math curriculum on error.
• Consider repeating the observation portion, given very little time for study and/or using larger groups of students. Use the results to discuss the need for focus, careful scrutiny, and the possibly that time spent observing tends to deepen observation. Repeat giving individuals a significantly longer period of observation on a single plot (20-30 minutes). Compare to the "speed" observations.
• Explore ways to create a 'perfect 1m²' square using just a meter stick.
• Discuss the importance of instrument calibration using the thermometer as an example.