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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.

Process

  1. Open the website https://pro.lceda.cn/editor
  2. Creat the schematic Got to know resistors, LED lights, switches, and batteries in the schematic, and understood how the wires are connected, then drew the correct schematic.
  3. Save the schematic
  4. Import changes from schematic to PCB
  5. Then look at the 3D effect of the production. From this course, I learned the importance of drawing schematics, the placement of the battery, why it is not necessary to add resistors, and how many LEDs need to be configured in a simple circuit diagram.

Reflection

-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. * Activity Description: “Light-Up Name Badge with a Toggle Switch” Goals:Help students (8-10 years old) understand basic circuit concepts: power source (battery), conductor (wire), load (LED), and switch (SPDT toggle switch) function.Develop hands-on skills in assembling simple circuits, including correctly connecting positive/negative terminals and securing components. Encourage creativity by letting students customize their name badges while applying circuit knowledge.Foster collaboration and problem-solving when troubleshooting circuit issues (e.g., LED not lighting). * Methodologies: Demonstration : Show a pre-assembled light-up name badge (using the simple toggle switch circuit I designed: 9V battery → toggle switch → LED → resistor → back to battery) to spark interest. Explain each component’s role in simple terms (e.g., “The battery is the ‘power pump’; the switch is the ‘gate’ that turns the power on/off; the LED is the ‘light bulb’ that uses power; the resistor protects the LED from burning out”). Guided Instruction: Distribute components (battery holder, toggle switch, LED, 220Ω resistor, jumper wires, cardboard badge base, markers/stickers) and guide students through step-by-step assembly: Attach the battery holder to the cardboard base. Connect one battery terminal to the toggle switch’s input pin. Connect the switch’s output pin to the LED’s anode (long leg), then connect the LED’s cathode (short leg) to the resistor. Connect the resistor’s other end back to the opposite battery terminal. Hands-On Practice : Students assemble their circuits, test if the LED lights up when the switch is toggled, and troubleshoot common issues (e.g., reversed LED legs, loose wire connections) with teacher support. * Role of Kids: Digital Fabrication WITH Kids This activity is classified as “Digital Fabrication WITH Kids” rather than “FOR Kids” because students are active participants in the entire process, not just passive recipients of pre-made products. They physically assemble the circuit (a form of low-tech digital fabrication, as it involves creating a functional electronic device), make decisions, and solve problems independently. The teacher acts as a facilitator, not a director—students take ownership of their work, which aligns with the “with kids” philosophy (centering child agency and co-creation). The circuit I designed (toggle switch controlling an LED) is directly integrated as the core of the activity, making abstract circuit concepts tangible.

-What are the challenges of using electronics in your space? * Safety Concerns: While low-voltage batteries (9V or AA) are safe, there is a risk of short circuits (if wires touch incorrectly) or students putting small components in their mouths. * Differentiated Instruction: Students have varying levels of fine motor skills and understanding of circuit concepts—some may need more one-on-one support to assemble the circuit, while others may finish quickly and need extension activities. -How Electronics Support Learning Classroom Content: * Science: Reinforces core concepts in physical science (electricity, circuits, energy transfer) and helps students understand cause-effect relationships (e.g., “Toggling the switch closes the circuit, so the LED lights up”).* Language Arts: Encourages communication skills when students share their work, explain circuit functions, and describe troubleshooting steps.

-What has been your experience using Project Based Learning / Problem based learning in the past? Analyze experiences with PBL and Problem-Based Learning, identifying challenges and reflecting about the role of digital fabrication. I have used PBL in a simple science activity with primary students. We did a “Make Your Own LED Light Card” project.Students worked in small groups to build a simple working circuit using a battery, an LED, and conductive tape. They needed to find out how to make a complete circuit to light up the LED. During the activity, students observed, tested, and fixed their own circuits. At the end, they showed their working light cards to the class and explained what they had learned. DF make PBL project into a physical objects (3D print, laser cut, CNC, etc.), strengthening student‘s understanding.DF models can be quickly adjusted and re-fabricated, teaching the engineering design cycle.Projects can become functional solutions (tools, aids, installations, devices) with real-world use.DF supports diverse ways of demonstrating learning (visual, spatial, hands-on). On the other side , DF requires basic technical skills (software + machinery) that can become a barrier. Dependent on equipment availability, maintenance, and safety rules.So it requires students to learn more skills.At the same time, DF does not replace PBL — it amplifies it. It turns problem-solving from discussion or paper-only work into material, testable, improvable action.When well-facilitated, it addresses many PBL challenges (motivation, tangibility, real-world link) while introducing new ones around technical access and skill — which become part of the learning itself. -What were the main challenges? * Evaluating individual student learning in a group project was difficult. It was hard to measure each student’s understanding of electronics concepts (e.g., circuit design) versus their contribution to teamwork or presentation skills. On the other hand, some students lacked prior experience with hands-on electronics or project planning, which required extra scaffolding (e.g., mini-lessons on circuit basics, templates for project timelines) to keep them on track.

Tools

Log in the website https://pro.lceda.cn/editor