1. Diversity and collaboration

This week I worked on some simple electronic circuits.

My electronic circuits

One of the first topics with my eleventh grade students is the distinction between series circuits and parallel circuits. The students should build such circuits and discover their properties. I use the Tinkercad program to simulate the circuits. The circuits are also built using the breadboard.

The following electronic components are used:

a) LED: The LED is one of the most well-known electronic components. Since it also fulfills the function of a diode in addition to its ability to emit light, students can learn that polarity is important in many electronic circuits. You can also use the LED to work out the concepts of voltage and current, as it requires a certain operating voltage and a maximum operating current must be taken into account. Compared to a light bulb, it lasts significantly longer, which is an important aspect from a sustainability perspective.

b) Resistor: Resistors are among the most important electronic components. They are very important in connection with the LEDs to limit the current and voltage. They should not be calculated, but rather give the students the resistance value of 220 ohms. Resistors are among the most important electronic components. They are very important in connection with the LEDs to limit the current and voltage. They should not be calculated, but rather give the students the resistance value of 220 ohms in order to achieve an optimal voltage between 1.6 and 2.2 volts.

c) 9 volt block battery: The 9 volt block battery has a long service life and provides sufficient voltage for series connections. It can also be easily connected to a breadboard. In the Fablab we do not use power supplies, but rather design all circuits so that they can be operated with 9-volt batteries.

I developed three circuits in Tinkercad that the students recreate and test. There is a series connection, a parallel connection and a mixed connection. The students should then recreate the circuit using real components. The point is to determine the type of circuit based on the behavior when an LED is removed. The following conclusion should emerge: If one LED is removed and the other LEDs continue to light up, then it is a parallel connection. If all LEDs go out, it is a series connection. If only some of the other LEDs continue to light, then it is a mixed circuit.

Pictures above: Series connection and parallel connection complete an with removed LED

Pictures above: Mixed connection (2 parallel series of 3 LED) complete an with removed LED

Reflecting questions

What are the challenges of using electronics in your space? How can you design an activity using electronics that takes into accounts your children age and cultural backgrounds?

A major challenge is the theory behind the electronic circuits, which the students find unintuitive. However, Kirchhoff’s laws, which are necessary for understanding, must be understood if students want to develop circuits themselves. The correct dimensioning of components is often a hurdle for students. Thanks to the available simulation programs, it is possible to try things out without destroying components. In my opinion, it is difficult to take into account the cultural background specifically related to the topic of electronics. The only relevant observation in my classes is that the already latent attitude that technology is more suitable for boys than girls is particularly strong in the area of ​​electronics. Here, girls are more likely to be afraid of contact, while boys are more enthusiastic the more electronic components are used. This varies depending on your cultural background. For example, it is often the case that students who do not have German roots are very reluctant to accept the topic. Apparently there is still a strong gender-related role understanding in families.

Explain one successful educational activity in which you collaborated with other educators. What are the advantages and disadvantages of working with other educators? What are the main aspects to take into account to prepare an education activity among 2 or more educators?

It is organizationally difficult to cooperate with other teachers in the Fablab because there are usually only a few shared times when you can work on projects. We solved this by combining two smaller groups of 10 students each in the FabLab, which we now teach together. I am now working with a colleague in the form of team teaching. Without us having discussed this beforehand, it has developed so that we are specialized in different areas. My colleague is an absolute specialist in 3D printing, while I specialize in the laser cutter. I find that very relieving. For cooperation, it is important that the roles are clearly distributed and that colleagues complement each other well in their skills. They should have similar pedagogical ideas and not be in competition with each other. The cooperation partners have to take responsibility for the whole thing and still think in terms of responsibilities.

How could you integrate both culturally reflective learning and digital fabrication in your environment? Could you come up with some project ideas using digital fabrication in which cultural diversity of students is highlighted?

It is possible to incorporate special cultural festivals into the work in the Fasblab. In this way, students could talk about these festivals and the traditions associated with them and we could then think together about which project in the FabLab would be suitable for this opportunity. The FabLab is also a place where the native language can be integrated, e.g. by labeling your own projects in your own language. It would be nice if the students exchange ideas about how the cultural background influences their projects in the Fablab. For example, it is possible that the cultural background can be seen in the design of certain projects. For example, you can suggest that students design everyday objects such as vases in the style of the country of origin. You can then discuss the characteristics and differences between these cultural aspects.

Picture right: Design of a vase by a 14 year old student from Azerbaijan in the typical style of the country