MAKING SENS MATRIX
here to view the matrix produced at the workshop on October
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 picturehow sensing
and networking technologies interact with curriculum goalswhile
focusing on some concrete strategies of making progress toward
the ultimate goal of making SENS a reality.