You and your group discussed how you think the arduino/breadboard setup works. In a well-thought-out paragraph, describe how you think the arduino/breadboard setup works below.
Overview
This lesson is all about student thinking. Teachers should refrain from entering their thoughts or comments beyond asking questions to get students to think deeper. Any questions asked should simply try to force students to think more about what they think causes the arduino to do what it does, and should not steer them towards any "correct" answer. Giving students a chance to put their own ideas down on paper will be especially powerful, as they will revisit these thoughts throughout the unit and at the end once they've learned more about what the correct answer looks like.
Standards
Next Generation Science Standards
Computational Thinking in STEM
- Data Practices
- Analyzing Data
- Collecting Data
- Visualizing Data
- Modeling and Simulation Practices
- Assessing Computational Models
- Constructing Computational Models
- Computational Problem Solving Practices
- Computer Programming
- Troubleshooting and Debugging
Credits
Unit designed by Melissa Beemsterboer a teacher at Lindblom.
Activities
- 1. Observe the Arduino Set Up
Student Directions and Resources
This lesson is all about getting your thoughts down on paper. It might be frustrating, but your teacher will not be telling you what the "correct" answer is, or trying to steer you towards it. Do your best to think about exactly why the arduino works the way it does. "I don't know" is not an answer. The deeper you think, the more likely it will be that what you learn in this unit to correct your thoughts, will stick!
1. Observe the Arduino Set Up
Observe the video of a fully completed arduino and bread board setup.
When you are finished observing, rejoin your group and discuss what is happening to cause the breadboard/arduino to do what they are doing. How do the light bulbs light? Of course the video shows you how to code and plug the lights in, but what is happening inside the wires to make those light bulbs do what they're doing? Things must be happening at a very tiny level in order for such a small thing to function!
Your teacher may also have a physical arduino set up for you to look at in person.
When you're finished discussing, write what you think is going on. You might not know the right answer, but do your best to make your description as detailed as possible. Remember, it is not helpful to simply write what you saw. You want to make sure to zoom in to what's happening at a < microscopic level!
