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Module 4 Week 1

Assignments

Classroom Environment Light Sensor Project Development Board - Micro:bit with external light and sound buzzer

Process

1) Overview

**Step 1: Decide what to sense and how to respond

  • This project uses a micro:bit board with MakeCode Block to monitor the classroom environment and give visual feedback automatically. The system measures the light level in the classroom and responds by displaying a visual signal on the LED display and a sound buzzer.

  • When the light level is normal, it shows a happy icon.

  • When the classroom is too dark, the system alerts users by showing the full LEDs light up warning.

This helps promote energy awareness and comfortable learning conditions.

**Step 2: Prepare what you need

  • micro:bit board
  • USB cable
  • Computer or tablet
  • micro:bit MakeCode editor (online)
  • buzzer

As the micro:bit that I was using is the older version, it could not capture the light sensor through the board itself. I needed to use an external light sensor and a buzzer as shown in the connection below:

**Step 3: Open the coding platform

  • Open makecode.microbit.org
  • Click New Project
  • Use block coding (drag and drop) as shown below:

**Step 4: Upload to micro:bit

  • Connect micro:bit with USB
  • Click Download in MakeCode
  • Drag file into micro:bit drive
  • It runs automatically.

What is Being Measured

  • The system measures light intensity in the classroom.
  • The light sensor converts brightness into an analog voltage signal.
  • The micro:bit reads this value through an analog input pin.

How the Actuator Responds

The micro:bit compares the light value to a light level of less than 100

Light level Micro:bit response
Too dark <100 Full light displayed. Buzzer sounded
Bright enough > 100 Happy Face Icon displayed. Buzzer was silent

Testing in the classroom

Reflection

  • Key learnings of using the micro:bit and MakeCode It is a very steep learning curve for me as I embark on this module.

**Challenges and Learning Experience

As someone without a strong background in science and engineering, I found it challenging to understand how the micro:bit works at first. The idea that a small device can sense environmental changes and respond automatically was new to me. One of the main difficulties was understanding hardware connections. I was unsure which pins to use, how power and ground work, and how sensors send signals to the board. Connecting the components correctly required careful guidance and repeated checking. I also had limited knowledge of programming, so learning how to use MakeCode took time. Understanding concepts like loops, conditions, and reading sensor values was initially confusing. It was especially challenging to interpret numerical sensor readings and decide what values should trigger a response.

Because of these challenges, I had to:

  • Learn basic electronics concepts step by step
  • Experiment with wiring and test connections repeatedly
  • Try different code blocks and adjust values through trial and error
  • Watch tutorials and follow guided examples
  • Although the process was difficult, it helped me better understand how digital devices interact with the real world. I also gained confidence in troubleshooting and learning new technical skills.

**What Helped Me Overcome These Challenges

  • Using visual block programming instead of text coding
  • Following step-by-step tutorials
  • Testing small parts of the system one at a time
  • Learning through experimentation and mistakes
  • Seeking help when connections or code did not work

**Growth from This Experience

Despite having little prior knowledge, I learned that:

  • Technology can be learned gradually through hands-on practice
  • Understanding comes from testing and adjusting, not just reading
  • Physical computing is accessible even without an engineering background
  • Confidence grows through problem solving

This experience helped me move from uncertainty to basic understanding of sensors, hardware connections, and simple programming logic.

**Support I Would Need Moving Forward

To improve further, I would benefit from: * More guided practice with wiring and circuits * Simple explanations of electronics concepts * Structured programming exercises from basic to advanced * Example projects to modify and explore * Opportunities to collaborate and ask questions

Tools

Development board

  • BBC micro:bit with MakeCode

Sensor

  • Light sensor module (LDR / analog light sensor)

Actuator (output)

  • micro:bit LED display
  • micro:bit buzzer
  • Shows icons based on light level

Integration / interface board

  • Tembusu micro:bit Integration Board

Other components

  • Connecting wires / alligator clips
  • USB cable for programming

**Collaboration with teachers in other disciplines

In my teaching, I intentionally bring different disciplines together to create more meaningful and authentic learning experiences for students. By designing projects and inquiry-based activities that connect knowledge and skills across subjects, students are able to see how learning applies to real-world contexts. I also collaborate with colleagues from other disciplines when possible, which enriches planning and brings diverse perspectives into the classroom. These collaborations offer valuable opportunities for creativity and deeper learning, but they also require time, coordination, and alignment of goals. Overall, interdisciplinary teaching is rewarding because it supports holistic learning, even though it comes with practical challenges.

**My Vision of a School Makerspace

I envision our makerspace as a flexible, student-centred environment where creativity, experimentation, and problem-solving are part of everyday learning. In my school, the makerspace — Tink!SV — already provides a strong foundation for hands-on exploration and collaborative making. With purposeful organisation, visible thinking, and a safe culture for trying, failing, and improving, it can further empower students to take ownership of their ideas and learning processes. More than just a room with tools, it becomes a space where innovation is nurtured and creativity is meaningful, reflecting the inquiry-based and holistic learning approaches promoted by Ministry of Education Singapore.

**Computational Thinking

Computational thinking is a problem-solving approach that involves breaking complex problems into manageable parts, recognising patterns, creating step-by-step solutions (algorithms), and using logical reasoning to test and improve ideas. It is not just about coding — it is a way of thinking that helps people solve problems systematically and efficiently.

I am already using computational thinking in my teaching, even if I do not always name it explicitly. When students plan compositions or manage project work, they break tasks into manageable parts. They recognise patterns in Maths and language, follow step-by-step processes in experiments and writing, and improve their work through checking and revision, which reflects debugging. Moving forward, I can take greater advantage of computational thinking by making students’ thinking more visible, designing open-ended problem tasks, integrating digital tools, and creating more opportunities for reflection and iteration. By strengthening these practices across subjects, I can help students become more logical, creative, and resilient problem-solvers who are better prepared to tackle real-world challenges.