missscodes

[missscodes]

Welcome!

Hey there!

Welcome to my tumblr for my Teacher and Technology project. Please note that tumblr orders posts in reverse chronological order, so the newest posts are FIRST and at the top of the page. You'll have to go the END (over here) for the first posts. Alternatively, you could use my handy post-in-order post here and click on each one. I'll leave you to make your choice.)

I have a record of all my tinkering under the tag #journal, and they can also be accessed under the journal link in the sidebar.

My lesson plans are here (and also accessible on the sidebar)

I also did a summary of the boards I had on hand, but that would end up becoming irrelevant as I progressed as I eventually chose to focus only on the micro:bit.

I apologize in advance for the mild chaos of my journals. My normal thinking pattern is uh...not very computational and does 10,000 things at once. I am also very guilty of starting in the middle of my stories...WHOOPSIES

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Project Summations

So...did you finish your original goal?

My original idea was to dabble a little bit with every board my dad had on hand, plus my own boards. I quickly learned that this was far too much, and it was better to focus on ONE. There's tons to learn even with one!

I also wanted to figure out how I could use it as a tool, but given my own experience in the excitement of just making the projects and the RWL from ManACE (2017), I quickly realized that the making part is what really excites people and gets them hooked.

I think I was also super broad with my original idea: I just wanted to tinker! Perhaps I could have done something more interesting than making a few tweaks if I had an ultimate creation goal, but I still enjoyed myself.

Why the mico:bit?

The resources seemed to be EXTREMELY available and easy to find. It seems there is quite the micro:bit community!

Did you finish any micro:bit projects for lab tools?

I managed to get the accelerometer data logger working, but I haven't applied it to anything yet. I also eventually got the timing gates working with the Micro Car and some aluminum tape, granted, it doesn't work 100% of the time.

This is also why I partly made Lesson 3 the way I did. It frames students as experts, and perhaps we can use some of their ideas down the road. (It was also partly inspired by a perimeter institute activity in modifying a code to work properly.)

Did you really need 3 micro:bits and a Micro car?

I probably would have figured something out with just my original v1, but once I saw that data logger project, I got SUPER excited.

I intended to only get one v2, but my dad gifted me with the 2 v2's and the micro car (thanks dad). I'm glad I had them though, because I think, with some more dabbling, I could probably combine the timing gate with the accelerometer project, while simultaneously running the car.

The car was not really necessary. But it IS super fun and fairly cheap, and I bet students would enjoy it, too.

So...are you going to use this in the classroom someday?

I might! I feel like it depends on what resources I have available. Micro:Bits are fairly cheap, but the amount you would need for a class set would add up pretty quick. If I can ever figure out a way to utilize them for physics demos, I will likely use them a lot more.

Where to next?

One thing I really wish I had more time to explore would be the Makey Makey. Making a banana piano sounds equal parts ridiculous and fun.

On a hobbyist level, I don't think these micro:bits will go to waste. I'm really enjoying tinkering with them and seeing what they do. The keystudio kit though...I don't know. I'll have to do more research on that thing to figure out what to do with the parts, and hopefully find more understandable instructions.

I also would really like to tinker with that adafruit express at some point, I'm very curious to see how it compares to the micro:bit. I do know from tinkering on the makecode website that it ALSO can use use makecode, as well.

Why Tumblr?

I originally started logging in Sutori, but I found it very annoying to have to post text, images, and videos separately. So I returned to my old stomping grounds from about 10 years ago. Sure, I could figure something new out, but sometimes we need to pick our battles wisely. We never seem to have enough time as teachers and students.

That being said, I feel like a lot of the features have changes since I last used tumblr. Posting is also semi-new to me. In the past, I mainly reblogged memes instead of creating my own posts. (And no, you're not getting my the link to my pit of late teen's- mid 20's shame)

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Lesson Plans

Lesson 1: Introducing Computational Thinking

I really liked the ideas Perimeter Institute had, so I modified and extended to circuits and kinematics

Lesson 2: Introducing the Micro:Bit

Gets students started with the micro:bit. Combines some ideas from Perimeter institute and the micro:bit website.

Lesson 3

Gets students exploring the micro:bit features and then allows them to create a tool of their choosing. Perhaps mildly inspired by my dad's stories of having to teach bio (which he knows nothing about) where he decided to frame the students as "research experts" who would present their findings to the class.

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Lesson planning babble

I like the idea from the Perimeter Institute of introducing students to the idea of computational thinking first. (I might steal borrow part of that activity...)

I think one lesson should be dedicated towards introducing students to the microbit and coding: it is very daunting to look at these things with 0 knowledge of what they are

One lesson to create? Find a way to apply the thinking?

We'll figure it tonight out lol.

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Summarizing the Perimeter Institute activity and info on computational thinking:

Activity 3

Computational thinking is a problem-solving strategy used to analyze something with a mathematical pattern

Computational thinking has 4 steps: decomposition, pattern recognition, algorithms, and abstraction

Despite the name, computational thinking applies to more than just computers. It is a framework that can be used to "simplify and facilitate complex problem solving" (Perimeter Institute, 2024)

Flow charts can be used to visually represent the process and can help give an overview of the problem

Students create a flow chart for a chosen task

Pose students with a seemingly complex mental math challenge, then break it down

Activity 4

Computational thinking is a foundation of code building

Goes over things about the microbit I know already

"students who code can express their creativity and see connections between inputs and outputs", "students can learn from mistakes in a safe environment" (Perimeter Institute, 2024)

Computational thinking compliments the scientific process (this document is definitely in agreement with that RWL!)

I.e. with coding, students can be expressive and have the freedom and safety to take risks

Part of the instructions say to gain some familiarity with the microbit and makecode, which supports my desire to know something about it before sending it to students

Students determine objective of a given flowchart

Students gain familiarity with makecode

Students aim to build a device of their own chosing

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I just found a Perimeter Institute resource that involves introducing computational thinking and coding. I got the idea to look after one of the sessions I attended on MTS PD day, which used Perimeter Institute resources for a scientific modeling activity.

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I am trying my hardest to get these resources, but the dang website keeps getting me to do the freaking captcha over and over, claiming I'm wrong. What a way to find out I'm a robot.

So I try to log in on a different device, which then claims I have the wrong password, when it's the same password I just used to log into the first device.

Are. You. Kidding. Me.

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Turns out, all I had to do was to log in using my laptop. I still had to reset the password though, which is weird as heck.

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Some general rambling thoughts

I wanted to explore more boards, but then I figured it would be best to explore one board for now. There is a LOT to discover even with just one type.

Figuring this stuff out has been extremely similar to how I've taught myself coding and other things in the past: start with a tutorial or two, and start merging and playing as you figure out what piece does what. Microsoft Makecode makes this an even faster process with drag-and-drop blocks. I definitely do wonder, though, if I find Makecode fairly easy just because I've had some prior experiences with coding...

Even with easy drag-and-drop blocks, not everything will work right away. Like any of my past experiences with coding (and even problem solving), there can be feelings of curiousity, frustration, and eventually triumph once you figure it out. It's also exciting to see work when you're just trying a basic tutorial for the first time! I was very pleased when I got even the simple name badge project running or the car obstacle detector running.

Even if it's sometimes frustrating, it's well worth the struggle to try something new or to try merge pieces of things together. The end result can be quite fascinating.

There are tons of microbit tutorials out there! It could be interesting to get students to pick something they're interested in and give them some agency.

Being able to modify and play with the code can involve not only an understanding of how the code works, but also an understanding of how your devices work and/or what they measure. For example, something about time.

Even just figuring out one device takes a lot of time. As we've discussed in class, you definitely don't need to be an expert on all the technology. That being said, I still want a basic understanding of what the device can do so I know how to guide them or what to use it for.

At MTS PD day this year, I attended a session on the draft K-10 science curriculum. One of the possible learning outcomes is related to students seeing science as an everyday thing, and even lists hobbies such as coding as an example:

The pilot curriculum document (Grade 9 science):

As for current GLO's, think coding can relate to : A3. distinguish critically between science and technology in terms of their respective contexts, goals, methods, products, and values, B4. demonstrate a knowledge of and personal consideration for a range of possible science- and technology-related interests, hobbies, and careers, C2. demonstrate appropriate scientific inquiry skills when seeking answers to questions, C3. demonstrate appropriate problem-solving skills when seeking solutions to technological challenges, C7. work cooperatively and value the ideas and contributions of others while carrying out scientific and technological activities, E1. describe and appreciate the similarity and diversity of forms, functions, and patterns within the natural and constructed world (Manitoba Education, 2003)

I think a lot of the fun of coding is the making aspect, which even just relates to making in general. You have to be curious, problem solve, and ask "what if?" That RWL I did on coding definitely helped this view along.

Even with the making part being fun, I am still interested in the aspect of using these devices as tools. However, the "making" part is probably better for helping students build problem solving skills.

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🚨We interrupt this coding project for cosplay creation shenanigans.🚨

But how does sewing relate to coding, you ask? (And am I trying to gratuitously shoehorn in one of my hobbies to call it "work"?)

Coding is a form of making, as discussed in the ManACE article we had for RWL.

In making my costumes, I rely on base skills I've built up over the years, using ideas and my understandings from prior projects. I will also sometimes look up and try new techniques. I mix and match the various ideas until I create what I want. Other times, I need to problem solve when something doesn't work the way I want, or I accidentally mess up, or if I'm running out of time before Halloween/the convention/party, etc.

Which is a lot like how you build code: use the pieces you know, find new pieces, and make something new. Problem solve when it doesn't work.

The finished product (completed Monday night):

Who knew that 3 bows and a skirt would take this long to make...

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October 23, Part 2

This is the obstacle detecting code from the tutorial. I'm going to try getting this ready in makecode and adding the accelerometer reading to it. Just because I'm curious.

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I wasn't initially sure where the function bit was, I thought it might be another extension or something. Nope, just under "advanced". You can define your own functions for the microbit to use.

Okay, so I've added in the radio functions to the code. The whole code is waaaay to big to fit on the full screen.

Testing time! (Should I have probably tested the avoidance separately? Yes. Am I going to if this all works fine? Nah.)

The initial test worked somewhat okay. I think I might need to play around with the obstacle distance, because on subsequent tests it stopped avoiding most of the time. However, the accelerometer read-out seems to function! Honestly, half of coding and building is just problem-solving and modifying, am I right?

(And please ignore the lone french fry...I thought I had got all the crumbs and I clearly didn't)

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October 23

So now I'm curious of I can combine the car movement code and the accelerometer. However, I know this won't be as simple as placing makecode blocks. I will probably have to flip both to a photon script, Frankenstein 'em together (I promise this isn't a Halloween joke). Then I guess we'll see if it works?

Also I still need to find the right battery for the remote. I'd love to try the remote on it.

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Frankensteining did not work. I also tried using the Mind+ editor which doesn't have all the functions that the makecode editor does for the microbit. Much frustration.

I have now googled "DeskPi MicroCar makecode" (yeah, I know, that's enough energy for a kettle of water...). I think I may have found a revised instruction manual for it that utilizes the makecode editor. Let's test.

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Still in the process of testing the makecode tutorial, but it is looking quite promising. Seems like it'll just be a matter of adding the right extensions in the makecode editor. Not only that, but it goes further that the booklet it came with and shows you how you can get the car to avoid obstacles.

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October 18: Car Building

The first thing the book says is to get Mind+.

It seems very similar to the online MakeCode space, still done in draggable blocks.

Starting out with the 1st thing in the instruction book, the Car's LED's:

Since that worked, let's try the next one: the OLED screen.

The remote control...I can't test right now because I don't have the right battery for it...

Car can go vroom

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October 18

So, I've now managed to get the data logger into an actual, useable unit of meters per second squared.

Took some fiddling to figure out were I needed to conversion. Do I put it on the receiver? The transmitter? Do I set a converted variable? (spoiler alert, no, do NOT try setting an "xc","yc", and "zc"... It just comes up with a single value instead of changing.)

So here's what I finally came up with:

The Transmitter:

Just use the normal code already given in the tutorial.

The Receiver:

Identify a conversion factor variable, "c".

Then get it to write the x value times c. This finally gives us an actual reading in meters per second squared!

I find it interesting that one axis automatically reads about -9.8 m/s². Which should be the axis in-line with earth's gravitational field.

So now that I've noticed that, I now now what directions it reads in:

Z reads negative when flat on the table with the logo up.

X reads negative when the left side is down.

Y reads negative towards the top edge.

Next tasks:

-play with the robot car

-maybe look into getting it to write out the complete acceleration vector, instead of components?

-debate if I can get a nice, live, v-t graph with this too...

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Got the data logger working nicely! Now I just need to figure out what to do with my data. I now know the micro:bit measures acceleration in mili-g's, so to convert to m/s²:

1 mili-g=1/1000 g

---> 1 mili-g=9.8/1000 m/s²

Except my project manager has intervened for now. Time to go to bed anyways.

(Knowing the unit came from: https://makecode.microbit.org/reference/input/acceleration)

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October 17

My dad knew I was playing with this stuff and very kindly got me some V2 micro:bits (the data logger project was using the V2s) and a robot car that uses a micro:bit. (Thanks, dad)

I'm really excited to assemble the car, as well as test the data logger project I found.

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October 15

So I found this tutorial:

Which has me very curious, but it would also require a second micro:bit. I know the adafruit also has an accelerometer, but I don't think the two different boards can wirelessly communicate to each other? I believe the micro:bit uses Bluetooth to communicate, and the adafruit uses infrared.

-is there a way I could get a wired readout?

-can I find a way for the system to also produce v-t and d-t graphs? (I.e. use the area under the acceleration graph to produce v-t). If I can, this could be a cheaper alternative to the vernier sensor my MT was using last year.

(I laugh at it says it's easy to use. Soooooo many tech glitches, and it was hard to find which section of the graph to use)

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So I gave this a shot:

Making the code was the easy part. I even added a reset so you can easily restart the experiment. My gates appear to more or less function. I am really liking how user-friendly the online microbit coder is. (Edit: I now know that the online coder space/code is called MakeCode, and it can be used across several different micrcontrollers.) No need to remember 5000 things and worry about typos: just drag and drop. I find it definitely helps with giving you confidence to try things (like adding a reset button!)

The hard part? Is getting it to sense the car. You can add lots of foil, but that starts to add friction. And even then, it seems to only really sense when you push the car slowly through the gates. Which is kind of useless for running the experiment.

😮‍💨

Gonna take a break for the rest of the day.

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Oh my god this freaking starter kit. Lots of cool parts and projects, but it gives you ZERO idea of what the read outs actually signifiy. Even the temperature one has readouts that are ridiculous. "262" is room temperture. WHAT DOES THAT MEAN. It definitely isn't a reasonable unit of temperature, that's for sure, because even if we assume it's Kelvins, that means it's reading about -10 at room temperature. HOW DO I MAKE THE READOUTS USEFUL.