study of physical computing for teaching and learning of

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.

https://makecode.microbit.org/

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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.

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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



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



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


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


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



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.


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


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



lesson.


lesson.

- Display the “Private number

sending” code and have a brief

explanation.

Students

- Concept recalling


- 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


- 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


questions if any.


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”.


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


- Problem solving

- Teamwork

- Creativity

- Understand to make a list.

- Try to use the previous techniques.

Teachers


questions if any.


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


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



lesson.


lesson.

- Display the “Bank account” code

and have a brief explanation.

Students

- Concept recalling


- 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


- Problem solving

- Teamwork

- Creativity

- Debugging

Teachers

26


questions if any.


- 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.

study of physical computing for teaching and learning of

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