It is summer and it is a perfect time to try out some new things. The Arduino is a platform that I have brought into the classroom to help engage students who were interested in digging deeper into circuitry and electronics. This past year I was inspired by my Grade 9 students who fearlessly took on the challenge to use the Arduino to support their science projects. This summer I wanted to revisit this platform for myself and reflect on this learning experience. Here are some of my initial thoughts.
Learning was driven by the need to overcome failure…
Even with the construction of simple circuits, the drive to have them work in the face of failure was critical in my motivation to learn more about circuitry and coding. All of a sudden, I found myself tinkering with components and even reading through code in an attempt to make sense of the programming language.
Problem solving at its best…
The approach that I used to troubleshoot this project really reminded me of the scientific method. There were certain aspects of the project that I identified as being potential areas to investigate. The resulting “bug” or error in my project could have been the result of a faulty or missing connection. An error in the code or even a defective component could have also resulted in this non-functional project. Ultimately, each of these areas became a variable that I would explore individually in an attempt to systematically identify and correct the error.
At the conclusion of this project I could not help but think about what else I could change or build. After tinkering with the code, I started playing around with different values and variables. What if I changed a number here or a value there? What other sensors could I use instead of the ultrasonic sensor? How could this apply to devices or objects that are around us in our daily lives?
I get it. I get this now. Building, failing, tinkering and persevering. It felt like learning to me.