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1
Study of Physical Computing for Teaching and
Learning of Mathematics and Science
by
HUI Tsz Chung
(17211964)
A thesis submitted in partial fulfillment of the requirements
for the degree of
Bachelor of Science (Honours)
in Mathematics and Statistics
at
Hong Kong Baptist University
22nd January 16, 2021
2
ACKNOWLEDGEMENT
I would like to express my special thanks for gratitude to my supervisor Dr. LIU, Kwong Ip
who gave me advice and guidance on this thesis. During the research and conception process,
a variable number of consultations are launched which are costing lots of time for Dr. Liu. In
order to explain and set the objective clearly, examples are also given by Dr. Liu. I would like
to give a big thanks to Dr. Liu with my whole heart again.
I would like to express a big thanks to Dr YAU, Chin Ko who gave me some advices and
pointed out some mistakes of this project, so that the project can be improved and more
informative.
______________________
Hui Tsz Chung
Department of Mathematics
Hong Kong Baptist University
Date: ________________
3
Contents
ACKNOWLEDGEMENT 2
Contents 3
Abstract 4
Introduction 5
Introduction of Micro Bit 5
Introduction of Microsoft MakeCode 6
Relation to STEM Education 7
Lesson Plan 9
Overview 10
LESSON PLAN – Lesson 1 11
LESSON PLAN – Lesson 2 15
LESSON PLAN – LESSON 3 19
LESSON PLAN – LESSON 4, 5 25
Discussion 28
Application of Mathematics and Science concepts – “Function”, “Identity” and “P2P” 28
Difficulties 30
Conclusion 31
References 32
4
Abstract
Physical computing for teaching and learning mathematics and science is being more and more
important over the world. Every Mathematics and Sciences educator and the education-related
company is doing a study on the enhancement of the delivery of non-concrete theories to
students.
Put an eye on Hong Kong, STEM education is not highly paid attention until 2015, Education
Bureau of Hong Kong released a report which giving direction, recommendation, and strategies
on STEM education. However, as this is a new concept in Hong Kong, a wide variety of Hong
Kong teachers do not have much training on how to promote STEM education.
In this paper, Micro Bit and Microsoft MakeCode are used for designing a 5 days lesson which
is going to make a “Money transferring system”. The objective of this paper is to design a
lesson that can enhance students’ scientific and mathematics concepts (“Function”, “Identity”
and “P2P”) using Micro Bit and link these theories to real-life. Also, boosting the students’
curiosity, the willingness of seeking scientific and mathematics knowledge is the biggest goal
of this paper.
5
Introduction
Introduction of Micro Bit
Figure 1 Introduction of BBC Micro:bit
BBC Micro Bit is a circuit board with many components, which can let Micro Bit help students
and teachers to learn science and technology easily and interestingly.
At the front view of the board (the left image of figure 1), we can see the components that are
designed for interacting with the users.
➢ Buttons: A button, B button
➢ 5×5 LED lights display with light sensor.
➢ Edge connectors: there are a total 25 pins including Pin-0, Pin-1, Pin-2, Pin-3V, and
Pin-GND. These pins are used to connect to different sensors and actuators, access I/O
lines, and connect to power and ground.
➢ USB connector: connect the board with computers or power the board.
At the back view of the board (the right image of Figure 1), there are very important
components that can make the board have a high range of ability.
➢ Processor: Performing operation with temperature sensor and Bluetooth which allows
to connect devices running android and iOS.
➢ Compass and accelerometer: measure magnetic field strength, the acceleration and
movement along three axes.
➢ Reset button
6
➢ Battery socket: Allows you to power the Micro Bit board with 2 AAA batteries.
Introduction of Microsoft MakeCode
As coding is a very hard concept and language of secondary school students and teachers who
have not much knowledge of computer science. Therefore, some websites are specially
designed for them. In this project, Microsoft MakeCode is used.
Link: https://makecode.microbit.org/
There are many features of Microsoft MakeCode. First, an easy, convenient and fast method
of making code can be given on this website. We can make code with command blocks, which
is a picturizing method to help students to easily understand coding and logic behind. Next, a
device simulator is included in the website. It means the program can be tested without sending
code to the board.
Figure 2 Interface of Microsoft MakeCode Website
In order to let the students get familiar with making code and the features of Micro Bit, the
following lesson plans which are easy can be given to students.
7
Relation to STEM Education
According to the Policy Address in 2015, the STEM education method was first promoted, in
order to maintain the international competitiveness of Hong Kong and to strengthen students’
ability to apply their knowledge of Sciences and Mathematics, etc. to solve solutions and create
a new design (Curriculum Development Council., 2015).
Besides, “STEM” is named with the first letter of four disciplines of the subject which are
“Science”, “Technology”, “Engineering” and “Mathematics”. Each discipline is playing
different important roles (Ardianto, Firman, Permanasari, & Ramalis).
In this project, by making a “Money transferring system” with Micro Bit, students can be
enhanced in their STEM. The following introduction is explaining how the disciplines of
STEM related to this project’s objectives.
For Science, it is the ability of the students identifies questions, explains phenomena, and
concludes the situation with scientific knowledge. As money transferring requires the idea of
“identities” (i.e. a unique number of individuals) and “P2P” (i.e. Peer-to-peer transactions), etc.,
after the course, students can understand this knowledge and this knowledge can be used in the
future. Ideally, the scientific learning motivation of the students can be also enhanced.
For Technology and Engineering, it is the ability of the students understands, evaluates, and
uses different technological principles and strategies to solve questions. Micro Bit and
MakeCode is specially designed for students, so these tools are not professional. However, for
beginners, these tools are just right. Students can enhance their code making skills and cultivate
the interest by using these “beginning” tools. Moreover, students using graphic code blocks
instead of plain text code can easily improve their code.
For Mathematics, it is the ability of the students to make decisions by using, explaining, and
predicting Mathematics concepts. “Function” is an abstract theory so that it is always described
as a “machine” that has an input and an output in a textbook to help the students easier to
understand. Input an x in the function then that will generate a y. In the money transferring
system, an options list is needed. If the 1st option is click, then a function occurs. This is similar
to “function”.
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Moreover, STEM education does not just need those four disciplines of subjects. The
characteristics and attitudes of the students are also hoping to be enhanced - creativity,
collaboration, and problem-solving skills (Curriculum Development Council., 2015).
Besides, by making a “money transferring system”, experiential learning occurs which can
concretize abstract scientific theories. Experiential learning involves a four-stage process –
“Concrete experience”, “Reflection”, “Abstract conceptualization” and “Active experiment”
(Lam & Chan, 2005). When students making the system using scientific and mathematical
knowledge taught in lessons, they are doing “Concrete experience”. After that, based on the
lesson plan below, students can have a “Reflection” part at every beginning of the lessons.
Then, after doing hands-on experience and reflection, knowledge and theories can be
constructed, and this is the part “Abstract conceptualization”. Lastly, according to the lesson
plan, there are different theories will be taught and applied. Via applying the new taught
theories, “Active experiment” will occur because the students will try to use the new concepts
to improve their system. The students are also allowed to mix different ideas that are not taught
in this lesson plan. This can enhance the students' curiosity and creativity.
9
Lesson Plan
In order to let students understand how to make code with Microsoft MakeCode and how the
money transferring system works, a 5-days 1-hour lesson schedule is designed in this project.
During these 5 days, students are needed to form groups, around 4-5 people in a group.
Course Aims: To understand Mathematics and Sciences theories by making a “Money
transferring system” with Micro Bit and Microsoft MakeCode. During lessons,
teamwork, the ability of troubleshooting, creativity, and motivation for learning
will be also enhanced.
Course Intended Learning Outcomes:
1. Develop the ability of using Micro Bit and manipulate Microsoft MakeCode.
2. Understand the brief idea of trading system.
3. Understand 2 types of data in coding.
4. Understand Mathematics concepts – function.
Teaching & Learning Activities (TLAs):
1. Lecture
Instructors will give concepts, including the features of Micro Bit and MakeCode, the
idea of the transferring system, and 2 different types of data.
2. In-class activities
Students’ ability to make code and understanding of Micro Bit will be consolidated
during different in-class activities.
3. Group project
Students are required to make a money transferring system with the technique and
theories taught in lectures by the end of the course.
10
Overview
Days Objective
1
1. Have a brief knowledge of coding and Microsoft MakeCode interface,
2. Introduction of the functions, “Logic” and “Variables”.
3. Create some simple programs and a dice adding values game.
2
1. Strengthen students’ application of MakeCode
2. Introduction of the function “Radio”
3. Introduction of the concept of money transferring
4. Make a “private number sending” program.
3
1. Strengthen students’ application of MakeCode.
2. Strengthen the application of “Radio” function.
3. Strengthen the concept of money transferring.
4. Have an idea on two types of data.
4
1. Recall all the theories educated.
2. Let the students to design “Money transferring system”
3. Let the student raise any improvement and idea.
5 1. Let the student raise any improvement and idea.
11
LESSON PLAN – Lesson 1
A. Instructional Objectives
1. Have a brief knowledge of coding and Microsoft MakeCode interface,
2. Introduction of the functions, “Logic” and “Variables”.
3. Create some simple programs and a dice adding values game.
B. Procedure
Time Activity Aims Code reference
5 mins Brief introduction of Micro:bit and
MakeCode
- Display and introduce the feature of
micro:bit
- Demonstrate coding and display
“Hello World” message with
“beating heart”
- Demonstrate how to drag the file into
Micro:bit
Students
- Understand features of Micro:bit
(LEDs, different inputs, etc.)
- Understand the code, “On Start” and
“Forever” and their order.
- Understand how to pair up with the
micro:bit.
- Have a knowledge of the MakeCode
interface.
10 mins Let the students code the “Hello World”
Message
Students
- Strengthen the proficiency of the
using of MakeCode.
- Explore different “code blocks”
Teachers
- Answer students’ questions, if any.
- Check the students understanding
12
5 mins Introduce movement input
- Introduce a several movement inputs
- Demonstrate coding and display the
arrow which aims to the destination
it tilts.
Students
- Understand different input methods
of Micro:bit. (e.g. Shake, logo up,
logo down, screen up, etc.)
10 mins Let the students code with movement
input
- Code a program that includes
movement input.
Students
- Strengthen the proficiency of the
using of MakeCode.
- Exert their creativity
Teachers
- Answer students’ questions, if any.
- Check the students understanding
10 mins Introduce Variable and math function
- Demonstrating coding included the
functions teaching in this session and
the previous sessions.
Students
- Understand the variables and math.
13
20 mins Check students’ understanding
Let students to make a dice game including:
- Shake for generating a random
number within 1 and 6 and show it
on screen.
- Accumulate the number that
generated and show if button A is
pressed.
(For the advanced students)
challenge them if the value is over a limit set
by students, show “WIN” or a picture (e.g.
Heart)
Student
- Learn from the practice.
- Problem solving
- Teamwork
Teachers
- Answer students’ questions, if any.
- Check the students understanding
reference code is in below.
14
(This include the function “Conditionals”
which is taught in lesson 2)
Reference code (basic) Reference code (advanced)
15
LESSON PLAN – Lesson 2
A. Instructional Objectives
1. Strengthen students’ application of MakeCode
2. Introduction of the function “Radio”
3. Introduction of the concept of money transferring
4. Make a “private number sending” program.
B. Procedure
Time Activity Aims Code reference
5 mins Recall students’ concepts of the previous
lesson.
- Display students’ work of the last
lesson.
- Display the “dice game” code and
have a brief explanation.
Students
- Concept recalling
- Reflection
- Giving a work code for students
10 mins Introduce the “Radio” Function
- Introduce the function
- Demonstrate making code with the
function (Greeting again!)
Students
- Understand the concept of “Radio”
e.g. send and receive, set group
10 mins Let the students code with “Radio”
- Make a “Greeting Program”
(should include at least 1 input
method.)
(set group as the group number.)
Students
- Strengthen the concept.
- Recall the application of the
interface.
Teachers
- Answer students’ questions, if any.
- Check the students understanding
16
10 mins Introduce the basic concept of Money
Transferring
- Introduce the concept
- Demonstrate a “Private chat” chat
without giving reference code
Students
- Understand the concept of
identification (ID) & authentication.
- Understand the concept of peer-to-
peer (P2P)
Reference code is in below.
25 mins Check students’ understanding
Let students to make a “Private number
sending” Program, which includes 3 steps:
1. Recognize the object, i.e. only 1 send
1 receive. During this step, the
sender should have the receiver's
name in LED for recognizing the
Students
- Learn from practice
- Problem solving
- Teamwork
- Creativity
- Understand the importance of P2P
and ID.
Reference code is in below.
17
sender is sending to the right object;
on the other side, receiver should
also have the sender's name.
2. Sending and receiving, i.e. the sender
should have one movement for input
to occur the sending procedure.
3. Confirm the number is sent, i.e. if the
message is sent, the message should
be displayed in the receiver’s LED.
(for advanced students)
- Send ID (a number) instead of a
name (a string)
Teachers
- Guild the students and answer their
questions if any.
- Check the students' understanding.
Reference code (Basic)
18
Reference code (advanced)
19
LESSON PLAN – LESSON 3
A. Instructional Objectives
1. Strengthen students’ application of MakeCode.
2. Strengthen the application of “Radio” function.
3. Strengthen the concept of money transferring.
4. Have an idea on 2 types of data.
B. Procedure
Time Activity Aims Code reference
5 mins Recall students’ concepts of the previous
lesson.
- Display students’ work of the last
lesson.
- Display the “Private number
sending” code and have a brief
explanation.
Students
- Concept recalling
- Giving a work code for students
- Reflection
10 mins Introduction of 2 main data types –
strings and numbers.
- Introduction of the concept.
- Especially explain the “number” can
be both strings and numbers.
- Explain “Radio” function can share
two types of data.
- Test the “number” string or number
with “Radio” function.
Remarks
- Although we are sending a bunch of
numbers, “Radio” function will see
the number as a string because of the
block – “radio send string”.
Students
- Understand 2 main data types of
Micro Bit.
- Understand how “Radio” works.
Reference Code
20
Therefore, Micro Bit will receive a
string data and show a tick.)
5 mins Introduction of string comparison using
“Text” function
- String can be compared. For example
“abc” is smaller than “acb” because
“b” is coming before “c”
- Using to the
comparison. If they are the same, the
return of the block is 0, otherwise, 1
or -1 will be returned.
10 mins Let students to re-code the advanced
“private number sending” program
Students
- Learn from practice
- Problem solving
Reference code is at the below.
21
- Using the theory that was taught in
this lesson, improve the code made
by students in the last lesson.
- Teamwork
- Creativity
- Understand the importance of P2P
and ID.
Teachers
- Guild the students and answer their
questions if any.
- Check the students' understanding.
10 mins Introduce “List”
- 2 functions is included mainly in this
program, i.e. “Saving” and
“Transferring”, so using a list to help
us choose 1 function to do at the
same time is really important.
- Demonstrate how to make a list.
Students
- Understand the importance of the
“list”
- Understand how to make a “List”.
Reference Code is on below
Remarks:
- When list = 1, string “S” will
be shown on screen
representing “Saving”; list = 2,
string “T” will be shown
representing “Transferring”.
20 mins Check students’ understanding
Let students code a “Bank account”
program, which includes 2 main functions
1. Can show the ID and the
representing icon.
2. Can show the saving.
3. Can show the transferring.
(for advanced students)
1. The above functions
2. Can send the ID and saving to other
devices.
3. The receiver’s LED can show the
sender’s icon and saving.
Students
- Learn from practice
- Problem solving
- Teamwork
- Creativity
- Understand to make a list.
- Try to use the previous techniques.
Teachers
- Guild the students and answer their
questions if any.
- Check the students understanding
Reference Code in on below
22
Advanced “private number sending”
23
List Demonstration/ Bank account (basic)
24
Reference code (advanced)
25
LESSON PLAN – LESSON 4, 5
A. Instructional Objectives
1. Recall all the theories educated.
2. Let the students to design “Money transferring system”
3. Let the student raise any improvement and idea.
B. Procedure
Time Activity Aims Code reference
5 mins Recall students’ concepts of the previous
lesson.
- Display students’ work of the last
lesson.
- Display the “Bank account” code
and have a brief explanation.
Students
- Concept recalling
- Giving a work code for students
- Reflection
5 mins Introduce the aim of the lessons.
- Making a money transferring system
which is included
o ID
o P2P
o Showing saving
o Showing how much is
needed to transfer
Students
- Understand the goal
50 mins Let the students design. Students
- Learn from practice
- Problem solving
- Teamwork
- Creativity
- Debugging
Teachers
26
- Guild the students and answer their
questions if any.
- Check the students' understanding.
- Help to find any bug.
Reference code
27
Reference Code (Cont’)
28
Discussion
Application of Mathematics and Science concepts –
“Function”, “Identity” and “P2P”
For “Function”, A function is a rule which maps a number to another unique number
(Introduction to Function, 2009). Students usually learn this theory in school by variables
(e.g.: y = f(x)) or arrows and circles (see figure 3). Those methods are also including variables,
so the concept is still very abstract for students, especially for Mathematic weaker students.
In this project, one of the features of the money transferring system, “list” can briefly introduce
this concept. We need to use special features of Micro Bit to represent “list”, this is “variable”.
This “variable” is unlike the variables in the lesson in school because we can physically move
the variable block with the hands and graphically see how the variable is working in the system.
A variable called “List” is created in the reference code. If “List” = 0, the board will show the
representing icon of the player; If “List” = 1, the board shows the saving of the player; If
“List” = 2, the board shows the interface of money transferring.
“Function” is also can be applied in computing science. Besides using numbers, doing
comparisons with words is also worked. We can define function Regions() as the region of the
place entered in the function, e.g. Regions(Tai Po) = New Territories. “If-Else” is also an
1
2
3
a
b
c
d
y
x
Figure 3: Diagram of a function and a function that
associates any of the lists to its function.
0
1
2
ID/Home
Saving
Transition
function
“list”
29
example that uses “Function” as the previous paragraph has mentioned before. Moreover,
computing science concepts, “Identity” and “P2P” are also using “Function”.
“Identity” is a real-life example of “function”. Students in secondary schools may not yet know
what “Identity” means, but they learned what is “function”. Besides giving them a lecture,
doing a hands-on experience is also a good way to introduce them. According to the code of
the “money transferring system”, students can strengthen the application of this concept by
determining which group of number can be used for being an “ID”, They can use their student
ID or phone number to replace a single number (i.e. 1, 2, 3, etc.). Seeing figure 4, we can see
that for any ID, there will only one student as the result. Moreover, Microsoft Access is also
using this concept to manage different data, so with this idea, students can more easily
understand the concept of data.
For “P2P”, as security is very important when a transaction is doing, the “P2P” technique is
very important. Such as Bluetooth and Wi-Fi, those are using a “P2P” network (Sauter, 2012).
As the “Radio” function of Micro Bit is just sending a signal to the world, all the Micro Bit
nearby can receive the signal, so recognition is needed. In order to recognize, both devices are
needed to send and receive the signal. Based on the system, both devices will send their ID
when they press the button “A”, and the devices will be paired and showing the other side's
icon. If more than 2 devices are connected (i.e. more than 2 people are pressing the button “A”),
the devices will show more than one icon, so the player should not do any transaction due to
the unsafe security.
17211111
17212222
17213333
a
b
c
d
Student
SID
Figure 4: functions that associates any of the SID and
phone to students.
9999 9999
8888 8888
7777 7777
a
b
c
Student
Phone
number
30
Difficulties
There were a few difficulties that appeared and were solved in this project.
Choosing a transaction amount is one of the difficulties. As Micro Bit does not have any
numeric button; only buttons “A” and “B” are also used for different functions, so only motion
input is considered. In the first draft of the design, I chose the “logo up” and “logo down”
representing the amount increased and decreased. However, when we are taking Micro Bit on
hand, usually the logo is up, and if we need to decrease the amount, the Micro Bit is needed to
turn it upside-down. Therefore, this input method is easy to make the wrong commands and it
is not convenient. In the latest design, we use “tilt left” and “tilt right” instead of the “logo up”
and “logo down”.
Then, the method of pairing devices is also difficult. At the first design of the system, I hope
the devices can be paired and transfer money when both devices are shaking at the same time.
However, as Micro Bit will only send one signal when the devices shake once, the devices are
needed to shake at the same time (even though the devices shake at the same time, the signal
may not send and receive at the same time, so this method is nearly not working). Moreover,
this method cannot recognize that the devices are well paired. Therefore, this method may
easily have errors. In the latest design, the device separates “pairing” and “transferring money”
steps in order to ensure the devices are pairing correctly.
31
Conclusion
An increasing number of teaching materials can support teachers to present abstract scientific
and mathematical theories. Comparing black-board teaching, not just science and mathematics,
students can have better performance when they use new technologies to study. By hands-on
learning, students can strengthen their memories regarding knowledge and enhance their
curiosity to explore more related topics. Through a group STEM project, students can build
teamwork, conversation skills, the ability to use the theories, and the capacity of making
improvements.
In this paper, by making a “Money transferring system” with 5-day lessons, students can
strengthen the knowledge which is learned before and learn some new ideas. “Function” is
taught in form 2 in secondary school, but students may usually think this is not so important as
they cannot be linked to their real-life. After using "Function" in the project, students can make
different points of view about the importance of mathematics, students are further able to try
to link the mathematics concept to their daily life. Furthermore, “Identity” and “P2P” are
concepts staying at the theoretical level before doing this system. Students can also enhance
their creativity by setting up more features in their system basing on the paper system’s
structure.
Educators are always seeking new teaching approaches and materials, so Micro Bit and
Microsoft MakeCode are designed, hoping students are able to make a change in their learning
environment. By giving them a system making lesson, occurring a domino reaction, a
motivation of learning can be developed.
32
References
Ardianto, D., Firman, H., Permanasari, A., & Ramalis, T. (n.d.). What is Science, Technology,
Engineering, Mathematics (STEM) Literacy? Proceedings of the 3rd Asian Education
Symposium (AES 2018) (pp. 381-384). Indonesia: Atlantis Press.
Curriculum Development Council. (2015). Promotion on STEM Education - Unleashing
Potential in Innovation. Hong Kong: Hong Kong: the Education Bureau of Hong Kong.
Introduction to Function. (2009). Retrieved from mathcentre:
https://www.mathcentre.ac.uk/resources/uploaded/mc-ty-introfns-2009-1.pdf
Lam , B., & Chan, H. (2005). Experiential Learning. Hong Kong. The Hong Kong Institute of
Education.
Microsoft. (n.d.). Reference. Retrieved from MakeCode:
https://makecode.microbit.org/reference
Sauter, D. (2012). Rapid Android Development - Build Rich, Sensor-Based Applications with
Processing. USA: Pragmatic Bookshelf.
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