Week 10: Coding and Science and Technology Part 2

About

In the Week 9 and 10 sessions, you will learn about what Physical Computing is and how projects that incorporate Physical Computing can be linked to outcomes in the new Science and Technology K-6 syllabus. The focus of the activities will be on the Technology outcomes but we hope to demonstrate that the use of Physical Computing in projects can help students learn and reinforce concepts from a variety of Key Learning Areas.

As this session is the last session in the Coding in Stage 3: Coding & STEAM program, we will also ask you to complete an online survey. This survey is similar to the one that we asked you to complete in the Week 1 session but it also has some extra questions where you can give us feedback about the program. We will also let you know about Stage 2 of the project and tell you how you can be involved with the interviews and/or observations in Term 3 and 4.

Physical Computing usually refers to designing and developing computer hardware and software that involves some physical interaction or the use of sensors. This physical interaction could be a different way of interacting with the computer, which may not involve using a mouse and keyboard. In this session, we will focus on alternative forms of physical interaction, such as Video Sensing in Scratch and programs created in MakeCode that respond to pressing a button on, or shaking, a device (a Micro:bit).


A diagram that summarises Physical Computing - there is no keyboard and mouse input - sensors are used instead.

There are a variety of devices that are used for teaching Physical Computing in schools. Examples of these devices include Makey Makeys, LEGO WeDo and Arduinos. The increased availability and affordability of these devices has helped spur on the “Maker Movement”. This is encouraging for STEAM (Science, Technology, Engineering, Arts and Mathematics) education, because being a Maker usually involves using skills from all of these disciplines to create a real, tangible invention.

This guitar created with a MaKey MaKey and Scratch is an example of a STEAM project that could be created by Stage 3 students with a Physical Computing device. This project involves:

In this session, you will learn about two ways of using Physical Computing: Video Sensing in Scratch and using BBC Micro:bits devices.

Metalanguage

algorithm, computational thinking, computational concept, computational perspective, coding, visual programming, sequences, remixing, events, parallelism, loops, conditionals, variables, data, operators, sensing, user input, testing

Materials

Presentations

Activities

Scratch

Micro:bit

Micro:bit Extension

Creative Computing Units

Scratch + Micro:bit Videos

Homework

For this week’s homework task, we would like you to create another plan for a lesson that involves teaching Coding. You can integrate Coding with another Key Learning Area in your lesson, such as English or the Creative Arts, or focus only on Coding. We have created a template for you to complete for this task, which has sections for the different parts of the lesson. If you would like to, you can use ideas and activities from the Creative Computing Curriculum Guide in your lesson plan.

To complete this task, you can choose to either: 1) fill in the Google form linked below or 2) download the Word template and email that to Daniel when you have finished filling it in. If you complete the Google form, you will not have to send Daniel an email because, once the form is completed, he will be sent an email automatically.

If you use a different template for your lessons and would prefer to use that for this task, that is ok. In that case, please send an email with the completed template to Daniel.

Workshop

Micro:bit Resources

Session Outcomes

Stage 3 NSW Syllabus Outcomes

Science and Technology

Working Scientifically
Outcome How the Outcome is addressed
ST3-1WS-S: plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions In this session, you will learn about how you can collect and analyse data using the sensors on Micro:bit devices. For example, you could use Micro:bits (or similar devices) to collect data as part of scientific experiments and then have your students analyse and report on this data.
Design and Production
Outcome How the Outcome is addressed
ST2-2DP-T: selects and uses materials, tools and equipment to develop solutions for a need or opportunity. In this session, you will create different programs that combine a variety of materials to address different opportunities and needs. For example, in the Video Sensing activity you will combine the use of a Coding tool (Scratch) with equipment (a webcam) to develop a digital solution that you interact with through movement, rather than with a mouse and keyboard.
ST3-3DP-T: defines problems, and designs, modifies and follows algorithms to develop solutions In this session’s activities, you will design, modify and follow algorithms (steps of instructions for a computer to follow) when creating the different programs in Scratch and MakeCode.
Digital Technologies
Outcome How the Outcome is addressed
ST3-11DI-T: explains how digital systems represent data, connect together to form networks and transmit data In this session, you will learn about a few different ways that data can be transmitted between devices. For example, when using the Micro:bit devices, you will learn about transferring .hex files onto the devices, which will cause the Micro:bit to follow instructions created in MakeCode.
AITSL Professional Teacher Standards
Standard How the Standard is addressed
2.6.2: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful. In this session, you will learn about different teaching strategies for the integration of ICT (specifically Coding) to address outcomes from a variety of Key Learning Areas. For example, you will learn about how Physical Computing can be used as part of Coding & STEAM projects.
3.3.2: Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking In this session, you will learn about how Physical Computing devices and tools can be used when teaching Coding. These Physical Computing activities could help learners develop their critical and creative thinking, through the design and development of open-ended projects.
3.4.2: Select and/or create and use a range of resources, including ICT, to engage students in their learning. In this session, you will learn about different resources for teaching Coding, specifically with Physical Computing devices and tools. You will learn about how to use Video Sensing within Scratch. You will also learn about some of the Physical Computing devices, such as Micro:bits and MaKey MaKeys, which are commonly used in K-6 Coding education.
4.5.2: Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching. In this session, you will learn about the safe and responsible use of a specific ICT device (Micro:bits). If not handled properly, Micro:bit devices can be damaged. In this session, you will learn about some guidelines for handling Micro:bits, which will help prevent damaging them.
6.2.2: Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities. In this session, you will learn about Coding and Computational Thinking can be taught alongside objectives from a variety of Key Learning Areas (including Science and Technology).
ACARA General Capabilities

Numeracy

Numeracy Element How this Element is addressed
Estimating and calculating with whole numbers In the session’s activities, you will have the opportunity to calculate with whole numbers. For example, when completing the Making a Dice activity with a Micro:bit you will create a program that chooses random whole numbers and shows them on the Micro:bit’s LED display.
Using spatial reasoning In the session’s activities, you will use spatial reasoning when moving Sprites around the Stage in Scratch. For example, in the Video Sensing activity you will use Motion blocks in Scratch to move the Bubble Sprites around the Stage.
Using measurement In this session, you will learn about how Micro:bits can collect data through their sensors. In the Week 10 session, you will create programs in MakeCode which display and use the measurements collected from the Micro:bit’s different sensors.

Information and Communication Technology Capability

ICT Capability Element How this Element is addressed
Inquiring with ICT In this session, you will learn about how Micro:bits (and similar Physical Computing devices) can be used as part of scientific experiments. If you ran a project in which your students planned and conducted a scientific experiment, they could use the Micro:bits’ sensors to collect data related to the subject of the inquiry.
Creating with ICT In this session, you will design, create and modify a variety of different Scratch and MakeCode projects.
Managing and Operating ICT In this sessions’ activities, you will learn about how to operate a Physical Computing device (a Micro:bit). You will learn about how to transfer the .hex file created through the MakeCode program onto the Micro:bit device.

Critical and Creative Thinking

Creative and Creative Thinking Capability Element How this Element is addressed
Inquiring – identifying, exploring and organising information and ideas In this session, you will learn about how Micro:bits (and similar Physical Computing devices) can be used as part of scientific experiments. If you ran a project in which your students planned and conducted a scientific experiment, they could use the Micro:bits’ sensors to collect data related to the subject of the inquiry.
Stage 3 ACARA Digital Technologies Content Descriptors
Content Descriptor How the Descriptor is addressed
ACTDIP016: Examine the main components of common digital systems and how they may connect together to form networks to transmit data In this session, you will learn about a few different ways that data can be transmitted between devices. For example, when using the Micro:bit devices, you will learn about transferring .hex files onto the devices, which will cause the Micro:bit to follow the algorithms coded in MakeCode.
ACTDIP017: Define problems in terms of data and functional requirements drawing on previously solved problems In this session, you will learn about activities within the Creative Computing Curriculum Guide that can help you run open-ended projects involving Coding. These open-ended projects often involve defining problems in terms of data and identifying functional requirements. For example, in the activities from Unit 5 (Hackathon), students are encouraged to choose their own problem to address and create a digital solution to this problem.
ACTDIP018: Design a user interface for a digital system In this session’s activities, you will have the opportunity to design and develop alternative user interfaces with Physical Computing devices and tools. For example, in the Video Sensing activity you will create a Scratch project that responds to motion captured by a computer’s webcam.
ACTDIP019: Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) In this session’s activities, you will design, modify and follow algorithms (steps of instructions for a computer to follow) in both Scratch and MakeCode.
ACTDIP020: Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input In this session, you will implement programs in Scratch and MakeCode that include loops (iteration), branching, events and user input. Scratch is an example of a Visual Programming Language and MakeCode is an example of a Hybrid Coding Environment (an environment that combines Visual Programming and General-Purpose Programming).