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Module 4.2: IoT - Administration of IoT in Schools

Radio-Signaled Rube Goldberg Machines

The servos will be added to Rube Goldberg Courses during our final science class on 6/2!

While brainstorming potential projects to integrate radio-signaled microcontrollers, Jaymes shared the idea of connected Rube Goldberg Machines, which happens to be our final unit in 9-10s science.

I decided to create a lesson for tabletop rube goldberg machines that would initiate with a radio signal. The radio signal will be sent using a microbit coded as a transmitter to be received by a microbit connected to a servo. When the signal is received, the receiving microbit will spin the servo and it will push the Rube Goldberg machine into action.

At the Franklin Lab, I built a working code for a servo and connected it to test different angle placements.

I chose to use the ElecFreaks Lego Servo with the microbit because it seems to have less issues than the bladed servos and it’s easy for the students to build their extensions with LEGO. I also ordered alligator clip adaptors to fit at to the end of the servos for easy connection to the microbit.

A Music Making Machine

Project Instructions:

  • Each machine must have at least 5 points of energy transfer
  • Each machine must use a pulley
  • The machine must exist within a tabletop
  • The chain reaction must begin with an object being pushed by a servo
  • A domino effect counts as one of the five sections
  • The machine must complete a task

Students used half-group science classes to build Rube Goldberg Machines, and coded Microbits during whole-group science.

Lesson Timeline:

Whole Group Session 1: Introduce Rube Goldberg Machines, and have individual students sketch a Rube Goldberg machine design to start thinking about chain reactions.

Half Group Session 1: Groups begin building Rube Goldberg Machines

Whole Group Session 2: Work through Microbit tutorials to learn the basics of block coding with Microbit

Half Group Session 2: Groups must have a mostly functioning Rube Goldberg Machine and a confirmed set of materials.

Whole Group Session 3: Code Radio Receivers and Senders for Servos in building groups

Reflection:

I did my best to lead the coding activity in an exploratory way. I gave instructions on the board using keywords like Start and Pushing Pin 0 to see if students could navigate the toolbar to find the blocks needed. Most groups were able to figure it out. The radio transmitter code was trickier, so most needed direct support when building that code.

Due to school closing a week early, we truncated the lesson to allow for any sized Rube Goldberg machine that was able to be initiated with the radio-controlled servo. Three groups were able to complete a radio initiated Rube Goldberg Machine! Three more completed their Rube Goldberg machines without the Microbit because they had too much trouble attaching it in a way that initiated the machine correctly.

Project Videos:

Ring a Bell #1

Ring a Bell #2

## Reflection Questions:

What are some opportunities in your context to work within your local community? Who you could collaborate with? How? What should happen to succeed in the collaboration?

I am interested in engaging students in citizen science projects that incorporate coding and sensor technology to collect data about the communities we live in. In my current role, I see an exciting opportunity to collaborate with local organizations such as the Central Park Conservancy or the Hudson River Trust to co-design a project that aligns with both their missions and our educational goals. A key step in making this collaboration successful would be identifying a research question that these organizations are genuinely interested in exploring alongside my students.

What are the next steps in development further a makerspace in your school? How do you envision the maker space?

The makerspace I have been working towards is one that integrates science, tech, digital fabrication equipment, and the woodshop. The main lab would house larger immovable equipment, while a fleet of carts would mobilize a modular maker program where equipment is pushed into classes as needed. I like the idea that having movable equipment further models the idea that science (and other subjects) are interdisciplinary and that the learning and work can and does happen in a wide range of spaces. Students would make connections between handbuilding and digital fabrication by using the woodshop to prototype before digitally fabricating projects.

The goal for next year was to pilot a spiral environmental engineering program within the science grades K-5th. Within the science/maker lab, each grade would engage in environmental engineering challenges and citizen science projects that integrate DF and/or coding. We received a grant to implement a multi-year soil comparison study between the farm and city campuses, which would have been a main focus for the science/maker program next year.

What is the potential of physical computing and IoT for your teaching? Do you have any ideas on how you are planning to integrate those techniques in your context?

I think a natural point of integration is in projects like the Rube Goldberg machines, where students are building and trying to move objects. I think it could be fun to also try working on some projects that send data to a receiver displays the data through movement or light. This is newer area for me so I’m still in the beginning stages of thinking about it.