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Week13

Assignments

Task 1:Connect your microcontroller board with other device: it can be another microcontroller, application in cloud, a mobile phone… They should be able to communicate data generated/sensed using the board to the other end (E.g. of use case: monitoring system for school). You can also use your board to receive instructions from the other device (use case: robotics).

Task 2:In your documentation, name the devices you’re using, along with the platform or technology used for communication between them. Clearly explain what you’re measuring and describe how data is communicated between the two endpoints. If you’re using external components, include a simple diagram illustrating how they’re connected. Provide your code (or a link to your code) for both ends, and include screenshots of the online system’s configuration, if applicable. Add several pictures showcasing your project. If possible, include a video demonstration.

Process

-This project involves three types of electronic modules: the Micro:bit V1 main control board, the Micro:bit expansion board, and the Moisture Sensor V2. First, I designed the light patterns and set the duration according to the music. Log in the microbit website and start to make code between PC with microbit.First project called : City Lights https://youtube.com/shorts/DYbKvdtuBUE For the second project * The air humidity sensor—I connected the moisture sensor to the expansion board and then wrote and configured the code on the web-based programming platform. https://youtu.be/jQOpV-weZh0 When editing the code, I learned about functions such as “pins” and “logic”, understood the need to adopt a computational thinking mindset, and mastered the settings of “set…to…” and “if…then…else”.

Reflection

-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 * There are many good opportunities for our school makerspace to work with the local community. We can collaborate with local technology shops, small tech companies, libraries, community centers, and other nearby schools. We can also work with parents who have skills in engineering, design, or programming. We can work together by:Holding joint workshops or fairs for students and the community；Inviting local experts to teach basic skills like 3D design, robotics, or coding；Letting students create small projects that help the community, such as environmental monitoring systems or simple smart devices；Displaying student creations in public areas like the library or community center. To make the collaboration successful, we need clear communication, shared goals, and support from teachers and community leaders. We should plan activities together, respect each other’s time, and focus on helping students learn and create. -What are the next steps in development further a makerspace in your school? * The next steps to develop our school makerspace include:Expanding the range of equipment, such as 3D printers, microcontroller kits, basic robotics parts, and electronic components；Organizing regular maker activities, workshops, and project-based challenges for students；Building a simple project display area to show students’ work and encourage creativity；Developing clear safety rules and basic training for students before using tools and machines；Working with teachers to connect maker projects with school subjects like science, technology, art, and design. -How do you envision the makerspace? * I envision our makerspace as a creative, open, and student-friendly area where everyone can design, build, test, and share ideas.It should be a place that supports hands‑on learning, teamwork, and problem‑solving.In the future, the makerspace will not only have tools and machines but also become a creative center for innovation projects, smart school designs, robotics, and small real‑world solutions.It will help students turn their ideas into real projects and prepare them with important skills for the future. -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? Physical computing and IoT have enormous potential in my teaching. They help students move from abstract concepts to real‑world applications, making learning more interactive, visual, and meaningful. Instead of only learning theory on paper, students can build, sense, code, and control real objects, which greatly improves their motivation, problem‑solving skills, and creativity.IoT also allows students to connect their projects to the wider world — collecting data, monitoring environments, and communicating with other devices. This supports interdisciplinary learning, combining science, technology, engineering, math, and even art. * Yes, I plan to integrate physical computing and IoT into my teaching in several practical ways:Use micro:bit as the main tool.I will use the micro:bit board with sensors (such as light, temperature, and sound sensors) to let students collect real environmental data；Create simple IoT projects.For example:A classroom or school environment monitoring system.A smart notice board that reacts to light or movement；A small robot that receives signals from another device or phone；Connect with other subjects.In science: measure and record temperature or light changes over time.In math: analyze and graph the collected data.In art & design: create interactive installations or smart models. Let students design and test their own solutions.Students will learn to identify a real problem, and decompose the task,or build a prototype, learning coding at the same time to Improve their project.By doing this, students not only learn technology skills but also develop computational thinking, collaboration, and innovation — competencies that are important for their future learning.

Tools

  • https://makecode.microbit.org/
  • References or tutorials followed