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Week 5

Assignments

  • Task 1: Design a simple electronic circuit using a simulator: put in a battery, an LED, and a sensor or switch. Use TinkerCAD (or other). Take a screenshot of your circuit for your Learning Diary.
  • Task 2: Build simple circuits using battery, LED and different conductors: copper film, pencil… Post a photo on your Learning Diary.
  • Task 3: Answer the following reflection questions:
  • Imagine an educational activity using simple electronics components (preferably without microcontrollers) that is suitable for the age group that you are teaching. Describe it (provide goals of activity and methodologies). Consider also the role of the kids: would you classify it as Digital Fabrication for kids or with kids? Why? It is preferable that you integrate any of the circuits you have created in step 1 or 2. What are the challenges of using electronics in your space? How can this support your students in learning classroom content? What has been your experience using Project Based Learning / Problem based learning in the past? What were the main challenges?

Process

Task 1 For the first task—creating a simple electronic circuit using a simulator—I chose to work with Tinkercad. I had previously used Tinkercad for 3D printing, but I was surprised to learn that it also offers a powerful circuit simulation tool. Using it, I built a basic circuit that turns an LED light on and off with a switch, similar to how a standard light switch works in a room.

In the images below, you can see how the circuit is arranged as well as how it appears with the switch flipped on and off.

Task 2

Step 1

For Task 2—“build simple circuits using a battery, LED, and different conductors such as copper film or pencil”—I wanted to design a circuit that could play different songs. I chose to use a micro:bit as the main device to produce the music. I have some prior experience with the micro:bit, so continuing with this tool made sense: not only is it accessible for the students at my school, but it also ensured that my own learning curve wouldn’t be too steep.

My initial idea was to create a cardboard guitar using copper tape. The plan was that when my finger touched the ground copper tape and either Pin 1 or Pin 2, the micro:bit would play different songs.

Step 2

I shared the idea with my Learning NOD, Alec, and he suggested using buttons instead of copper tape. This introduced a new challenge for me, as I had never programmed buttons before.

Step 3

I programmed the code and connected the buttons to the micro:bit.

Step 4

I designed and built the cardboard guitar, installing the buttons on the fretboard.

Step 5

The finished prototype worked as intended. However, I should have spent more time refining the details and improving the overall appearance of the design.

Task 3 Educational Activity: “Create Your Own Touch-Activated Paper Instrument”

In this activity, students will design and build a simple touch-activated “instrument” (like a paper piano, drum pad, or guitar) using basic electronics such as batteries, LEDs, copper tape, and simple switches. By touching different parts of their paper instrument, students will activate LED lights that represent different musical “notes.”

Goals of the Activity

  1. Understand Basic Circuit Principles

  2. Students learn how electricity flows from a power source through conductors and loads.

  3. They see how switches can control the flow of electricity.

  4. Build and Test Simple Circuits

Students apply their knowledge to create working circuits using batteries, LED lights, copper tape, and homemade touch switches.

  1. Develop Design & Prototyping Skills

  2. Students plan, sketch, build, and refine their own paper instrument layout.

  3. They think creatively about how to place lights and switches to match their design.

  4. Encourage Creativity and Ownership

  5. Students personalize their instrument with drawings, colours, labels, and shapes.

  6. They explore how electronics can support artistic expression.

Materials Needed 1. Cardboard or thick paper 2. Copper tape 3. LEDs 4. Coin-cell batteries (or 3V battery packs) 5. Paper fasteners or folded paper tabs (to act as switches) 6. Tape, markers, scissors

Activity Methodology

Step 1: Introduction & Mini-Lesson (10–15 minutes)

Review how circuits work: power → conductor → LED → back to power. Demonstrate how copper tape can act as a wire and how touching two points can act as a switch.

Step 2: Exploration (10 minutes)

Students experiment with making a simple LED circuit on paper. They test how different types of switches (copper tape flaps) can open and close circuits.

Step 3: Design Phase (15–20 minutes)

Students choose a type of instrument to build—paper guitar, piano, drum pad, etc. They sketch where the “notes” will go and where the LEDs will light up.

Step 4: Building the Instrument (one class)

Students: Lay copper tape pathways on the cardboard. Create touch switches using overlapping copper tape that only connect when pressed. Connect LEDs in correct polarity. Attach batteries and secure them. The teacher circulates, providing scaffolding and helping debug circuits.

Step 5: Testing & Refining (1–2 classes)

Students test each “note” to see if the LED lights up. They fix broken connections, strengthen copper tape, and adjust switch pressure. Students decorate their instruments.

Step 6: Sharing & Reflection

Students present their working instruments. They reflect on what was challenging, what worked well, and how real designers iterate.

Task 4 Is This Digital Fabrication for Kids or with Kids?

This activity is Digital Fabrication with kids. Why? Students aren’t just following step-by-step instructions; they make real design decisions. They create their own layouts, choose their own instrument type, and build unique circuits. They troubleshoot problems, test solutions, and refine their prototypes like real engineers. The teacher provides guidance, but the creative and technical work comes from the students. Because students have ownership of the design, construction, and debugging process, the activity clearly falls into with kids rather than for kids.

What has been your experience using Project-Based Learning / Problem-Based Learning in the past? What were the main challenges?

In our school’s design program, we primarily use Project-Based Learning and Problem-Based Learning approaches. When I first began teaching with this methodology, I found it quite challenging. Many of the student projects ended up looking very similar, which limited creativity and diversity in outcomes. To address this, I now incorporate random prompts and constraints into project briefs. This strategy encourages students to think more independently and ensures that each project develops in a unique and innovative direction.

What are the challenges of using electronics in your space? How can this support your students in learning classroom content?

One challenge is the range of skill levels in the class. Since I only see students once a week, some forget key concepts between sessions, which means we often need extra time for reviewing and troubleshooting. Managing and organizing small electronic components is also demanding, as they can be fragile or easily misplaced. Even with these challenges, using electronics is extremely valuable. It helps students develop problem-solving skills, understand basic physics and energy flow, and see direct cause-and-effect in their work. Most importantly, electronics make learning hands-on and engaging, which supports deeper understanding across the curriculum.