I did a few of the meetings a few years back, and loved the science- math part...all of it anyway. A physics guy and I used the cardiometer on me as I did a high intensity exercise and got my heart rate rocketing. We recorded it and then analyzed it mathematically. It was a beautiful logarithmic progression. The deceleration over time was a pendulum in a fluid.
I got it, but I had a department chair who hoarded the sensors and CBLs. HER students had exclusive use. (After she bailed out we discovered a huge stock of videomicroscopes and other hot equipment.) The big limitation is that most of MY students can't count too well. If they've got $90, they generally spend it on something more ephemeral. They generally don't know times tables fast enough to calculate. Most of them don't use many tools and I've come to believe thats a key to getting smarter- having lots of manipulative experiences. Of course, most of that has to come because the kid is curious and is looking around.
I use math mostly with my phys sci kids but they generally have lower end calculators and don't really "get" algebra or geometry...I keep working at it though. I didn't get it in high school either.