MAKING SENS MATRIX

Click here to view the matrix produced at the workshop on October 3, 2003.

One dimension of the matrix concerns sensing and networking technologies as well as the situation concerning k-12 curricula and standards. In the sensor row, we characterize different subject areas of instruction and the kinds of sensors that have been used for different topics in them (e.g., pH sensor for chemistry and environmental science water quality; accelerometer for teaching acceleration and velocity in physics; light sensor for optics in physics; temperature for physics, chemistry, biology topics of growth; and so on).

The other dimension identifies the state of the art in these domains today, how they might evolve in the next five years, what pieces of the puzzle are missing to make the vision a reality. For example, what is the state of art today in the technology of probes and sensors? What new sensing capabilities can we expect within five years? What obstacles might prevent these developments? What key enablers (partnerships, testbed demonstration concepts) might eliminate the obstacles? The group would undertake a similar analysis for networks and curricula. In sum, the matrix enables the group to gain a grasp of the big picture—how sensing and networking technologies interact with curriculum goals—while focusing on some concrete strategies of making progress toward the ultimate goal of making SENS a reality.