Mathematics

Would you like to use real data in your Mathematics lessons? Measure with a data-logger and a calculator? Or create dynamical models?
CMA products can help to learn about realistic applications of math.
With CMA CLAB data-logger and a set of sensors, such as temperature, sound, light, motion and many more, students can carry out many different experiments to get real data. Our CLAB portable data-logger can be connected to a CASIO Graphic Calculator and controlled by the E-CON software running on the calculator. The collected data are transferred in real-time to the calculator and the measurement can be followed on the calculator screen. The collected data can be then processed and analyzed with the calculator. Do you prefer to work with a computer? CLAB can also work as a standalone device or with a PC computer and the Coach software.
Measurement on videos or images allows students to collect real data from videos and to investigate real-life events. The events can be rather ordinary, every day events such as basketball shots or soccer kicks or more unusual like jump on the Moon, car crashes or the motion of a manikin as it strikes an air bag during a car collision. In the Data Video of Coach data graphs are synchronized with the video frames; when scanning the data in the diagram the corresponding video frames are shown. This helps students to bridge the gap between the concrete visual display and its abstract graphical representation.
Computer modelling is an important process in scientific research and therefore students should develop understanding of the process as well as acquiring modeling skills. Modelling allows solving complex and realistic problems not just limited to ideal laboratory phenomena. Such realistic problems are normally too difficult to solve analytically at the school level. Using Coach graphical modelling forces the students to engage in a qualitative analysis of the problem. The structure and the relevant quantities have to be defined. Theoretical assumptions become visualized by iconic representations. Students can experiment with ideas. Formulating the (difference) equations becomes the main tasks of students instead of solving them. The model structure is easy to modify allowing trying different modeling ideas. Additionally Coach the model results can be compared with experimental data. The model can be modified to match the data from the real experiment and the theoretical model.