Mobile Inquiry Technology — MIT (The Concord Consortium and Hudson Public Schools)
MIT was created in response to the Statewide Impact Grant through the Technology Literacy Challenge Grant Program offered by the Massachusetts Department of Education. The project brings together the research and development group at The Concord Consortium with developers from exemplary mathematics programs (TERC Investigations and Connected Math Program) and science programs (FOSS, Insights, National Science Research Center STC). The team is dedicated to providing science and math inquiry through portable accessible computing. Four Massachusetts public school districts (Hudson, Shrewsbury, Northborough-Southborough, and Westborough) provided classroom pilot teachers that are leaders in math, science, and technology.
http://mit.concord.org/

Monday’s Lesson: Investigating Sound (The Concord Consortium)
Displaying sounds is relatively easy on a computer. Indeed, most laptops have a built-in microphone. With this basic equipment, students have a ready-made sophisticated scientific instrument. All they need is some simple software and ideas about how to use it.  The Concord Consortium has developed a cross-platform Sound Grapher for the Technology Enhanced Elementary and Middle School Science (TEEMSS) project, which creates sensor-based investigations for students in grades 3-8.
http://www.concord.org/publications/newsletter/2005-fall/monday.html

Monday's Lesson: Handheld Computers in the Field (The Concord Consortium)
When students do projects in their own backyards, neighborhoods, and playgrounds, they make real-life discoveries. And when handheld computers team up with database and spreadsheet software, students can turn the collection of real-life data into actual fieldwork, and become math and science experts about phenomena in their local community.
http://www.concord.org/publications/newsletter/2004-fall/monday.html

Monday's Lesson Force and Acceleration (The Concord Consortium)
It is now easy to take probeware out of the lab. To demonstrate the flexibility of this we took a handheld computer with probes (see Figure 1) to a playground. We were looking for a real-life situation where we could easily demonstrate the relationship between the force on an object and its acceleration. Using probes it is possible to record force and acceleration at the same time, and so we looked for such a situation.
http://www.concord.org/newsletter/1999fall/mondayslesson.html

Computer as Learning Partner — CLP (UC Berkeley)
Fixing science education--like curing cancer, managing energy usage, or creating transportation systems--requires designing multiple approaches, supporting local adaptations, and synthesizing experiences into a coherent framework.
http://www.clp.berkeley.edu/CLP/pages/resources.html

Hands-on Data Acquisition & the Science of the Bicycle (Department of Physics, Kansas State University and Institute for Science Education, Christian Albrechts University, Germany)
The International Bicycle Project involves universities in five European countries and in five states in the U.S. with the bicycle. The project receives money from the European Commission and the U.S. Department of Education. We are very interested in data about the body as well as the physical data. We think that students will be interested to learn how the pulse and respiration rate are related to the motion changes of the bicycle. So, the idea is that students connect these sensors to themselves as well as the bicycle. Then, they ride on the streets and collect data. We are using several sensors that Pasco has available. They have an electrocardiograph, a respiration rate sensor, and a simpler device that measures the heart rate. The electrocardiograph is not nearly as complex as the ones that hospitals use. Instead of having 12 or 13 electrodes, it has three. The heart rate device clips onto the ear. It is a photocell and a light source, and measures changes in the transmission of the light through the ear lobe.
http://www.phys.ksu.edu/perg/papers/bike/bike-girep.html