- 1994 Exemplary rating for mathematics by the California Instructional Technology Clearinghouse
- 1997 Exemplary rating for physical science by the California Instructional Technology Clearinghouse
This is an excellent tool for demonstrating the integration of math and science.
Comments from the California Instructional Technology Clearinghouse (http://www.clrn.org/home/)
Measurement in Motion cleverly uses the computer's capabilities to teach the complex process of making hypotheses and taking and analyzing data. It is easy to use and is designed so that the introductory activities teach students how to proceed. An exciting feature is that, with the addition of a video camera, students can shoot their own movies and use them with the program. They can take and analyze different measurements from the home video using the wide variety of graphs and tables provided in the program. Teachers, too, can make use of this feature and develop authentic activities for students to work on independently in groups.
David Geronemo reviewing in the Spring 1997 issue of TECH-NJ (http://www.tcnj.edu/~technj/)
This is a manageable system that offers important instructional tools which can make complicated measurement, data recording and graphing more accessible in the classroom.
A November 2000 review in Connect (http://www.synergylearning.org/connect_home)
The program's range of tools also lets users quickly perform more sophisticated, multiple-step operations, and requires that each step be carefully thought through. For example, in creating a graph, students are asked to select the variables to be plotted on each axis and to define the units. In fact, one of the things we liked best about this software is that it lets students make mistakes—and then learn from the analysis and correction of their errors. Measurement in Motion includes several additional excellent tools, such as a text editor for students to write ongoing comments and answers to questions, and some well-done onscreen tutorials.
Cary Sneider reviewing for the May 1995 issue of Technology & Learning Magazine (http://www.techlearning.com)
(quote reproduced with the permission of Technology & Learning Magazine, published by CMP Media)
Each of the activities supports one or more of the goals for measurement set down in the National Council of Teachers of Mathematics (NCTM) standards. Several of the activities focus on specific science content, such as the conservation of energy or the relationship between light and shadow; and their structure shows a close linkage to the National Science Teachers Association's summary of the Processes of Science.
An Eisenhower National Clearinghouse review (http://www.enc.org)
...This software allows the user to actually measure distance traveled in real units by using a scaling command. The tool bar in the lower left hand corner allows for easy navigation through all of the options available for analysis. This also comes with a Teacher's Manual and has many advanced features...
On-line review by the Digital Video in Education site of the National Center for Supercomputing Applications (http://www.ncsa.uiuc.edu/Cyberia/DVE/FusionDVE/index.html)
The students are very enthusiastic as they conduct the measurement investigations. One of the most positive aspects of this program is the balance between pre-designed activities that explore mathematics and science concepts and the open-ended ability for students to create their own application investigations. By linking measurement, analysis, and communication through technology, Measurement in Motion provides a unique learning environment that is well worth the effort and time needed to succeed with the program.
Rhonda Miller or Linkhorne Middle School in VA reviewing for the January 1997 issue of Mathematics Teaching in the Middle School (http://www.nctm.org)
The problem of students gaining only a superficial knowledge of the subject can be solved by making the student specify the goal of the task. The Measurement in Motion program ensures that students understand the basics of the subject.
On the web site of the Human Computer Interaction Course at Liverpool John Moores University, UK
Measurement in Motion could be used at a wide variety of mathematical levels from middle school through high school. For example, to study the relationship between height and time in the burning-candle activity, middle school students could use the software to examine a scatterplot and table of the height-versus-time function; algebra students could also write the equation of a line that approximates the function. At a higher mathematical and scientific level, the typhoon amusement-park activity can lead to a discussion of mass, velocity, acceleration, and potential and kinetic energy. Trigonometry students could compare the height-versus-time function of a point on a Ferris wheel traveling at constant velocity with the height-versus-time function of the typhoon ride, on which passengers accelerate toward the bottom of the ride and slow down as they near the top. Calculus students might use the data in these movies to calculate rates of change, which would lead into derivatives.
Dorothy Peterson in September 1995 for Mathematics Teacher (http://www.nctm.org)