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The BBC has revealed a new microcomputer as part of its Make It Digital campaign. Currently called the Micro Bit, it's aimed at getting young students ready to code from an early age.

Similar to a Raspberry Pi and about half the size of a credit card, the device will be made available to secondary schools across the country, with enough for every Year 7 student to have one.

The BBC has legacy in pioneering computing in UK schools. In the 1980s, it released the BBC Micro, which became a staple of the classroom and was for many their first introduction to computing.

Micro Bit will allow kids to learn the basics of coding as a fundamental part of their education, placing it on par with other "basics" such as maths and literacy.

The Make It Digital campaign is a nationwide initiative that will foster creativity and skills, with a view to preparing the next generation for a rapidly changing job market.

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The BBC has revealed a new microcomputer as part of its Make It Digital campaign. Currently called the Micro Bit, it's aimed at getting young students ready to code from an early age

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An overview of the features of the BBC micro:bit, the pocket-sized computer transforming digital skills learning.

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Docente di Tecnologia, Animatore Digitale, Esperto di Cyberbullismo, Membro Equipè Formativa Territoriale, Formatore per Mondadori Education e Rizzoli Education

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Make an alarm that goes off when lights go on

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Advanced | MakeCode, Python | LED display, Pins, Radio | Communication, Electricity, Electronics, Input/output, Product design, Radio waves, Sensors

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Make a wireless intruder alarm to detect movement

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Use the touch inputs and radio features of the BBC micro:bit to create a wireless intruder alarm

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Step 1: Make it

What is it?

Turn your micro:bit into a self-contained data logger that records maximum and minimum temperature readings, and stores them so it keeps the data even if the batteries run out or you disconnect the power.

It's a Python program, but you don't need to understand anything about Python to use it.

What you'll learn

How to use Python to read and write data to non-volatile storage that stays on your micro:bit even when the power is removed

How to handle errors in Python programs

How to convert numerical variables to strings and back again

What you need

How to use it

Download the .hex program file and flash it onto your micro:bit.

If you have a battery pack, attach it and leave the micro:bit somewhere where the temperature will vary. You could test it by putting it outside or in a fridge and leaving it for a few minutes.

Shake it to show the current temperature.

Press button A to show the minimum recorded temperature.

Press button B to show the maximum recorded temperature.

Press GND and pin 2 at the same time with your fingers to reset the maximum and minimum temperature to the current temperature.

Step 2: Code it

How it works

This data logger stores its readings even when the power is disconnected from your micro:bit. It does this by storing the readings in non-volatile storage. This is computer memory that keeps its contents when the power is turned off, just like your micro:bit keeps a program you have flashed onto it when you unplug it from the computer.

It stores the data on your micro:bit in two text files called and which the Python program can read and update.

The program uses three variables to track and compare the temperature:

currentTemp is the current temperature reading from the micro:bit's built-in temperature sensor

is the maximum temperature. This gets assigned a new value if the current temperature is greater than (>) the current value of .

is the minimum temperature. This gets assigned a new value if the current temperature is less than (<) the current value of .

Two functions, and read and write numerical data to the non-volatile text files. These functions convert numbers to text and back:

converts text (also called a string) to a numerical (integer) variable we can use to compare with the current temperature.

str() converts a numerical variable, like a temperature reading, to a text string so it can be saved in a text file.

The functions use and to catch errors reading or writing the data files. If there is no text file saved with the maximum and minimum temperatures, for example when you first run it, it sets the and variables to be the current temperature.

The main part of the program runs inside the loop. This behaves like the forever block in MakeCode.

Step 3: Improve it

The micro:bit's temperature sensor is inside the processor and usually gives temperature readings higher than the surrounding air. Measure the difference using a normal thermometer and add an offset to the program by subtracting the difference from the temperature() reading

Convert the program to log different kinds of data, such as forces measured by the accelerometer.

Add radio functionality to also send data to another micro:bit in another location.

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Turn your micro:bit into a self-contained data logger that records maximum and minimum temperature readings, and stores them so it keeps the data even if the batteries run out or you disconnect the power. It's a Python program, but you don't need to understand anything about Python to use it.

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Se volete restare in contatto, potete utilizzare il canale telegram https://t.me/proftecnologia_it

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Step 1: Make it

What is it?

The first of three projects to find out about energy use in your home or school by measuring how much light you use.

This light meter will help you measure how light levels vary around you when lights are turned on and off and find the best location to place the light timer in the next project.

What you'll learn

How to take readings from the micro:bit's sensors and store them in a variable so that you can repeatedly view the same reading even after conditions have changed

Find locations for recording reliable environmental data

How to use it

With the lights turned off, place your micro:bit where you want to take the light reading, and press button A.

Move the micro:bit so you can see its display easily, and press button B to see the light level reading. This will be a number between 0 (dark) and 255 (the most intense light the micro:bit can measure) .

You can press B again if you're not sure of the reading.

Turn the lights on and make another measurement by pressing A again, then press button B to read the number.

Find a place where there is a big difference between the readings when the lights are off and on. Away from a window where daylight might come in, and closer to the electric light source would be best. A cupboard would be ideal, if it has electric lighting.

Take a few readings and find the average of the readings when the light is turned on. You'll need this number for the next project, the Energy light timer.

How it works

The program uses a variable called reading to store the light level. It sets this at the start and whenever you press button A.

Storing the light sensor reading in a variable, rather than just showing it straight away, is a good idea because it means you can view the reading over and over again when you note it down.

Using a variable also means you can take a light reading in a place where it might be difficult to see the display and view the light measurement in a more convenient place.

What you need

micro:bit (or MakeCode simulator)

MakeCode or Python editor

battery pack (recommended)

Step 2: Code it

Step 3: Improve it

Modify the code to calculate an average reading for you.

Add a second micro:bit and radio functionality to allow remote reading of light levels.

If you have access to a light meter that measures light levels in other units, compare the micro:bit's readings with it.

Use the light meter readings to make a timer to record how long lights are left on.

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Take light readings using the micro:bit's light sensor to calibrate your projects, measure energy use or record sunshine.

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Tutorials,
Tutorials for the new micro:bit (V2),
Live Coding,
Games,

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Lesson resources for teachers

Planning and teaching with the micro:bit

Primary ages 7-11

Complete, editable computing units of work and resources with cross-curricular links for art, science, geography and more, curriculum-linked to England KS2 and Code.org elementary CS Fundamentals.
Search primary lessons
Secondary ages 11-14

Units of work with downloadable, editable resources covering computing fundamentals through to cyber security, cryptography and creative design projects, curriculum-linked to England KS3.
Search secondary lessons

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The BBC micro:bit: the pocket-sized computer transforming digital skills learning.

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Make your micro:bit light up with a heart icon in its LED display

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Against the Clock

Fortune Teller

Frustration

Getting Started with the micro:bit

Interactive badge

micro:bit meteorologist

micro:bit selfies

Rate Your Mates

Reaction

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https://youtube.com/playlist?list=PLEo0hMrjdofusveMscRFN9FeqKzDBzuXr

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A set of videos that will take you from first use to micro:bit expert, exploring all the features of this tiny computer.

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The Invent to Learn Guide to the micro:bit - Constructing Modern Knowledge Press

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Create dozens of simple-to-complex, hands-on projects using the amazing BBC micro:bit, upcycled junk, and craft supplies. Make, code, and learn!

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Professional Development courses

Through short and friendly videos, you will learn the principles of computer science, pick-up practical tips for teaching computational thinking and programming concepts with the BBC micro:bit.

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Professional Development courses Through short and friendly videos, you will learn the principles of computer science, pick-up practical tips for teaching computational thinking and programming concepts with the BBC micro:bit.

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Video: https://youtu.be/5qnTwRs15Pc

Dashboard: https://beta.tfabconnect.com/dashboard/

Manuale: https://beta.tfabconnect.com/en/document.html

Codice: https://makecode.microbit.org/_WdiC9K0rWfb8

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Step 1: Make it

What is it?

Time how long your lights are left on to track your energy use. You could also use this project to track hours of sunshine in a weather station project.

This project is part of a series created to offer problem-solving and prototyping activities designed to explore technology as a solution to the challenges of the Global Goals for Sustainable Development.

What you'll learn

how to use sensors and code to monitor real world events

place a data-logger to record reliable data

collect and collate data over time to spot patterns in energy use

interpret and analyse data in order to effect changes in behaviour

how variables can be changed by a user to configure a system prior to use

How to use it

First use the Energy light meter project to find out the readings when your lights are on and off. Make sure you do this in the same place and lighting conditions that you will place your monitoring micro:bit, and ensure daylight doesn't trigger a false reading that your lights are on.

Put your light reading into the code where the LIGHT variable is set. We have given you the number 100 but you will probably need to change this before flashing the code on to your micro:bit.

Attach a battery pack and place your micro:bit under the light you want to monitor. You should see a dot on the display when the light is off, and the display lights up when your light is on. If this doesn't work, consider using the Light meter project again to find the light level when the light is on, or move the micro:bit.

The micro:bit will keep timing and when you press button B it will show how long the light has been switched on in minutes.

How it works

The program uses a Boolean variable called timing to control the program. Boolean variables can only have two values: true or false.

If the light sensor reading is above the level you set, it starts the timer and lights up the LED display. If it falls below this level, it stops the timer and shows a dot on the display.

This project uses hysteresis to make sure the timer doesn't switch on and off too often when the light level is changing slightly around the threshold for triggering the timer. It creates a larger band around the threshold which has to be crossed before the timer is turned on or off.

Hysteresis is a common feature in control systems that use sensors, for example in heating systems that have a thermostat. If you set your thermostat to a certain temperature, you don't want the heating repeatedly switching on and off very quickly when the temperature hovers around the number you have set. Hysteresis prevents this happening.

What you need

micro:bit

MakeCode or Python editor

battery pack (recommended)

Step 2: Code it

Step 3: Improve it

Change the patterns shown on the LED display to make the batteries last longer, or dim the display.

Use the time recorded to work out how much electricity you have used and what it may cost. Details are in our Energy cost calculator project

Use the same code to measure hours of sunlight. Use the Light meter project to calculate the light value when sun is shining on the micro:bit and when it's cloudy. You may need to make a container for your micro:bit with a translucent lid to diffuse the light and protect the micro:bit from rain, for example an old plastic food container.

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Time how long your lights are left on to track your energy use. You could also use this project to track hours of sunshine in a weather station project. This project is part of a series created to offer problem-solving and prototyping activities designed to explore technology as a solution to the challenges of the Global Goals for Sustainable Development.

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Lessons and units of work for teaching with the BBC micro:bit, the pocket-sized computer transforming digital skills learning.

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Run whole class micro:bit sessions, easily share code with students and save progress

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A Blocks / JavaScript code editor for the micro:bit powered by Microsoft MakeCode.

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In questa pagina sono raccolte tutte le risorse su BBC micro:bit, tutorial, esperimenti, lezioni. Questa pagina è in costruzione – ultima modifica 26.05.19 Coding a scuola con BBC micro:bit –…

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microbit - Il laboratorio di Gianni Mastropaolo

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AS: pilotare un TRIAC con Arduino
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Pilotare un TRIAC con Arduino/Genuino? Facilissimo! basta sincronizzare Arduino con la rete a corrente alternata e mandare impulsi al gate con il... Read More...

AS: inverter con Arduino
Giovedì, 24 Settembre 2015
Un inverter svolge la funzione di convertire energia elettrica in corrente continua a energia elettrica in corrente alternata (vedi inverter in... Read More...

MB: gestire i files dei progetti
Venerdì, 27 Luglio 2018
Come gestire i file di microbit (libera traduzione da questo ) La programmazione di microbit viene realizzata online in questa... Read More...

MB: primi passi con microbit
Domenica, 05 Agosto 2018
Primi passi con microbit. Questa pagina è una carrellata di proposte adatte ai principianti. Chi ha mai fatto nulla di elettronica e di... Read More...

MB: usare microbit
Lunedì, 23 Luglio 2018
Il dispositivo micro:bit potrebbe essere molto adatto a realizzare progetti didattici che prevedano Il coding come meta-obiettivo o come linguaggio... Read More...

MB: il nome di microbit
Lunedì, 01 Aprile 2019
Chi è ZIVAP? Ogni scheda di micro:bit ha un nome identificativo composto da cinque caratteri alfabetici che serve per essere riconosciuto quando... Read More...

MB: approfondimenti
Venerdì, 27 Luglio 2018
Molti argomenti base sono approfonditi in pagine web di facile reperibilità. In questa pagina propongo approfondimenti che ritengo utili per... Read More...

MP: monitorare la temperatura
Domenica, 29 Luglio 2018
Con microbit si può realizzare un vero datalogger (registratore di dati) in modo da rilevare dati variabili anche in tempi lunghi e poterli... Read More...

MP: le liste con microbit
Sabato, 28 Luglio 2018
Liste con microbitLe liste in micro:bit vengono trattate con le funzioni di array.Gli array di micro:bit sono elenchi ordinati di dati dello stesso... Read More...

MP: conversione digitale analogica
Martedì, 26 Gennaio 2021
Un convertitore digitale-analogico con microbit Le uscite analogiche dei processori sono realizzate con la tecnica PWM utilizzando il comando... Read More...

MP: oscillatore analogico lento
Mercoledì, 27 Gennaio 2021
Un oscillatore con microbit Le uscite analogiche di microbit forniscono tensioni ad onda quadra con durata variabile dell'impulso per modulare il... Read More...

MP: il monitor di microbit
Lunedì, 07 Febbraio 2022
Quando si usano sensori si vuole conoscere il numero che microbit usa al suo interno per rappresentare la misurazione della grandezza fisica. La... Read More...

MH: dimming del display
Sabato, 21 Novembre 2020
I dimmer sono apparecchi che vengono usati per modulare l'intensità luminosa delle luci. I LED del display di microbit si possono illuminare con... Read More...

MH: Il multiplexing del display
Mercoledì, 18 Novembre 2020
Il display di microbit è composto da 25 LED organizzati in 5 colonne per 5 righe. La tecnica usata per illuminare i LED in modo da costruire... Read More...

MH: Display e velocità di elaborazione
Martedì, 17 Novembre 2020
Sappiamo quanto tempo impiega microbit ad elaborare il codice? Abbiamo un'idea della durata di esecuzione di un processo? Con alcuni esperimenti... Read More...

Scratch 3: un sentiero pericoloso
Mercoledì, 29 Gennaio 2020
Un sentiero pericoloso Si tratta di costruire un gioco al computer nel quale si guida una palla tramite i tasti freccia per farla arrivare ad... Read More...

scratch 3: moto rettilineo (1)
Venerdì, 31 Gennaio 2020
Il movimento con Scratch e il gioco del ping pong passo passo Il movimento sullo stage di Scratch può essere realizzato reiterando spostamenti non... Read More...

Palla che rimbalza
Domenica, 21 Marzo 2021
Costruire un progetto che fa vedere una palla che rimbalza non è molto difficile . Si tratta di simulare il moto con la reiterazione di uno... Read More...

astronomia a scuola
Venerdì, 18 Febbraio 2022
Per insegnare astronomia a scuola può essere utile disporre di esemplificazioni cinematche da usare come strumento illustrativo. Di sicuro esporre a... Read More...

ENC: il LED
Sabato, 21 Febbraio 2015
Il LED (Light Emitting Diode) è un diodo emettitore di luce. Il LED è un componente elettronico a due fili, tattandosi di un diodo la... Read More...

ENC: il resistore
Mercoledì, 22 Gennaio 2014
Il resistore è un componente dei circuiti elettrici che ha come parametro elettrico prevalente la resistenza elettrica. Esso produce una... Read More...

ENC: il TRIAC
Lunedì, 06 Giugno 2016
Il TRIAC è un dispositivo elettronico a semiconduttore che consente il controllo della corrente alternata. Il TRIAC possiede tre terminali, due per... Read More...

ENC: il MOSFET in commutazione
Venerdì, 17 Agosto 2018
Il MOSFET è un dispositivo elettronico a semiconduttore che consente il controllo della corrente unidirezionale per mezzo di una tensione. In questo... Read More...

ENC: il transistor in commutazione
Venerdì, 17 Agosto 2018
Il Transistor è un dispositivo elettronico a semiconduttore che consente il controllo della corrente unidirezionale per mezzo di una corrente.... Read More...

ENC: il condensatore
Mercoledì, 22 Gennaio 2014
Il condensatore è un componente dei circuiti elettrici che ha come parametro elettrico prevalente la capacità elettrica (vedi nota 1). In figura... Read More...

ENA: servomotori
Lunedì, 23 Maggio 2016
Il servomotore, o semplicemente servo, è un piccolo motore comandato elettricamente la cui posizione angolare o la cui velocità... Read More...

ENA: funzionamento di un inverter
Martedì, 22 Settembre 2015
Un inverter produce energia elettrica a corrente alternata a partire da una sorgente in corrente continua. Svolge la funzione opposta a quella di un... Read More...

ENA: la scheda audio
Venerdì, 18 Agosto 2017
Ormai tutta l'esperienza musicale si basa sulla manipolazione digitale del suono e dell'uso di riproduttori basati su memorie digitali (lettori mp3,... Read More...

ENA: controllo di fase con TRIAC
Venerdì, 01 Luglio 2016
Controllo di fase con TRIAC La tensione alternata su un carico può essere regolata con il controllo di fase che permette di diminuire il valore... Read More...

ENA: il data logger
Giovedì, 18 Settembre 2014
Il data logger, o datalogger, è un registratore di dati: uno strumento di misura che permette di conoscere dati misurati in momenti diversi... Read More...

ENA: il PWM ed il controllo della potenza
Mercoledì, 07 Maggio 2014
Il PWM (Pulse Width Modulation in inglese) o modulazione dell'ampiezza dell'impulso, consiste nel variare la potenza elettrica in corrente continua... Read More...

ENA: il dimmer
Mercoledì, 07 Maggio 2014
Il dimmer è un dispositivo elettrico usato per regolare l'intensità luminosa delle lampadine elettriche. I dimmer elettronici usano di fatto... Read More...

ENA: il suono digitale
Venerdì, 18 Agosto 2017
Dopo l'articolo sul suono analogico ecco degli appunti sul suono digitale. La conversione A-D del suono Per trattare il suono con apparecchi digitali... Read More...

ENA: il suono analogico
Giovedì, 17 Agosto 2017
Premessa Il suono Il suono è una conseguenza delle oscillazioni di pressione dell'aria provocate da un oggetto che si muove (la corda di una... Read More...

ENA: resistori: cosa ci faccio?
Giovedì, 18 Settembre 2014
Cosa ci faccio con un resistore Con questo argomento si entra nel campo della progettazione dei circuiti elettrici: scegliere i componenti e fissarne... Read More...

alimentatore switching, generalità
Lunedì, 21 Maggio 2018
Generalità Un alimentatore serve a produrre energia elettrica in corrente continua per fare funzionare apparecchiature elettroniche. Di solito la... Read More...

ETS: La legge di Ohm
Venerdì, 19 Settembre 2014
In spiccioli: tutti i fili elettrici oppongono resistenza al passaggio della corrente elettrica per cui la corrente, per attraversare il filo, deve... Read More...

ETS: energia elettrica
Martedì, 30 Settembre 2014
Quando si paga la "bolletta dell'elettricità" (ENEL, IREN, Edison, Surgenia, ...)  si paga qualcosa che dipende da quanto viene misurato... Read More...

ETS: l'interruttore
Lunedì, 16 Marzo 2015
Un circuito elettrico di solito comprende un interruttore per dare la possibilità ad una persona di decidere se fare funzionare... Read More...

ETS: generatori elettrici, caratteristiche
Venerdì, 31 Ottobre 2014
Un generatore elettrico fornisce energia elettrica al circuito. Pile, accumulatori, dinamo, alternatori, celle fotovoltaiche sono tutti generatori di... Read More...

ETS: generatori elettrici
Venerdì, 31 Ottobre 2014
Un generatore elettrico fornisce energia elettrica al circuito. Pile, accumulatori, dinamo, alternatori, celle fotovoltaiche sono tutti generatori... Read More...

ETS: la corrente elettrica
Venerdì, 20 Febbraio 2015
La corrente elettrica è il movimento di cariche elettriche verso una direzione prevalente (nota 1). Nota: la corrente elettrica... Read More...

ETS: la potenza in corrente alternata
Mercoledì, 02 Marzo 2016
Potenza Media Il calcolo della potenza viene effettuato utilizzando i valori efficaci della tensione e della corrente ed un numero che si chiama... Read More...

ETS: corrente alternata ... di casa
Lunedì, 29 Febbraio 2016
La tensione e la corrente alternata. La distribuzione dell'energia elettrica in Italia avviene per mezzo di linee elettriche a tensione alternata, di... Read More...

ETS: circuiti monofase e trifase.
Lunedì, 12 Agosto 2019
In corrente alternata ci si imbatte spesso in sistemi di alimentazione monofase (a casa) e trifase (in officina). La ragione di questa doppia... Read More...

ETS: la tensione elettrica
Venerdì, 20 Febbraio 2015
La tensione elettrica è la causa del movimento delle cariche elettriche. Si sa che cariche elettriche di segno opposto si attraggono. In un... Read More...

Isteresi magnetica con Scratch (sintesi)
Venerdì, 19 Marzo 2021
L'isteresi di un relè è stata simulata nel progetto di scratch descritto in un articolo dedicato all'argomento. Con un altro progetto realizzato... Read More...

ETS: extracorrenti ed extratensioni
Mercoledì, 20 Ottobre 2021
Ci sono componenti in un circuito elettrico che hanno la proprietà di immagazzinare energia senza dissiparla e quindi di poterla restituire.... Read More...

ETA: La resistenza elettrica dei conduttori
Giovedì, 30 Ottobre 2014
Calcolo della resistenza elettrica La resistenza elettrica di un conduttore dipende dal materiale di cui è composto il conduttore e dalle... Read More...

ETA: la capacità delle batterie
Giovedì, 26 Giugno 2014
Quante ore dura una batteria? Risposta: dipende da quanta corrente si richiede e dalla capacità della batteria stessa. Anche per un serbatoio... Read More...

ETA: caricabatterie
Giovedì, 12 Novembre 2015
Il caricabatterie Tutti i generatori utilizzano qualche forma di energia per produrre energia elettrica. Le pile e le batterie ricaricabili... Read More...

ETA: reostati e potenziometri
Sabato, 08 Febbraio 2014
REOSTATI E POTENZIOMETRI Reostati e potenziometri sono apparecchi elettrici a resistenza variabile. Vengono usati per regolare correnti e tensioni... Read More...

ETA: inverter
Venerdì, 16 Gennaio 2015
Un inverter è una apparecchiatura elettrica che consente di prelevare energia elettrica in corrente continua e di restituirla in corrente... Read More...

L'isteresi del relè
Mercoledì, 24 Febbraio 2021
L'isteresi del relè consiste nel fatto che l'eccitazione, e quindi lo spostamento dei contatti, avviene a una tensione Va di aggancio che è maggior... Read More...

ETT: energia elettrica
Mercoledì, 01 Ottobre 2014
L'energia elettrica non è propriamente una fonte di energia. E', piuttosto, un intermediario fra due energie diverse, magari lontane o magari... Read More...

ETT: la resistenza elettrica
Lunedì, 27 Ottobre 2014
Definizione La resistenza elettrica rappresenta la proprietà di un circuito elettrico di dissipare energia elettrica in calore quando... Read More...

ETT: la forza elettromotrice
Mercoledì, 01 Luglio 2015
Un generatore in un circuito elettrico ha la proprietà di "spingere" le cariche elettriche in modo che siano sollecitate a circolare lungo i... Read More...

ETT: la potenza elettrica
Lunedì, 27 Ottobre 2014
La potenza elettrica Definizione La potenza elettrica istantanea, assorbita o erogata da un un qualunque componente o appareccio elettrico o... Read More...

ETT: la capacità elettrica
Domenica, 26 Ottobre 2014
Definizione La capacità elettrica rappresenta la proprietà di un circuito elettrico di accumulare cariche... Read More...

ETT: l'induttanza magnetica
Martedì, 19 Gennaio 2016
L'induttanza Definizione L'induttanza L di un circuito rappresenta la proprietà del circuito di accumulare energia quando c'è corrente.... Read More...

ETT: la conduttanza elettrica
Lunedì, 27 Ottobre 2014
Definizione La conduttanza elettrica rappresenta la proprietà di un circuito elettrico di consentire la circolazione di corrente... Read More...

ETT: collegamenti in serie e in parallelo
Sabato, 04 Luglio 2015
Apparecchi elettrici collegamenti in serie ed in parallelo. Il circuito elementare rappresentato in figura è la soluzione minima per... Read More...

ETT: resistenze in parallelo
Sabato, 04 Luglio 2015
Resistenze in parallelo. Nello schema sono presentate due resistenze collegate in parallelo. Una trattazione più generale si trova... Read More...

ETT: resistenze in serie
Sabato, 04 Luglio 2015
Resistenze in serie. Nello schema sono presentate due resistenze collegate in serie. Una trattazione più generale si trova nell'articolo... Read More...

ETT: Circuiti elettrici
Giovedì, 25 Settembre 2014
Circuiti elettrici Un circuito elettrico è costituito da una successione di elementi di conduttore, che si toccano uno con l'altro,... Read More...

ETT: circuito con interruttore
Lunedì, 16 Marzo 2015
Un interruttore serve ad aprire e chiudere una parte di circuito elettrico, quella sul cui ramo è presente l'interruttore. Interrompendo la... Read More...

ETT: generatori elettrici in parallelo
Giovedì, 12 Novembre 2015
Generatori elettrici in parallelo. Una trattazione semplificata si trova qui.   Per completezza vengono illustrati di seguito i risultati... Read More...

ETT: generatori elettrici in serie
Giovedì, 12 Novembre 2015
Generatori elettrici in serie. Per completezza vengono illustrati di seguito i risultati ricavati con l'applicazione dei teoremi di Thévenin e... Read More...

ETT: la corrente e le convenzioni
Domenica, 28 Luglio 2019
Dato che ci sono due tipi di cariche elettriche di segno opposto spesso si crea disorientamento quando si devono studiare i circuiti con le regole... Read More...

ETT: generatori elettrici
Venerdì, 31 Ottobre 2014
Un generatore elettrico fornisce energia elettrica al circuito e ne è parte essenziale (per un trattazione preliminare semplificata ed una... Read More...

ETM: trasformatori monofasi
Lunedì, 06 Giugno 2016
Il trasformatore è un apparecchio elettrico che consente di disporre di un qualunque valore di tensione a partire dalla tensione fissa di 230V... Read More...

ESP: S4A e la comunicazione fra PC e Arduino
Venerdì, 20 Novembre 2015
Esame della comunicazione fra PC e Arduino quando si usa S4A. Riepilogo Con le piattaforme di programmazione "Scratch for Aduino" (S4A) e "Snap for... Read More...

ESP: studio di inverter su lampadina
Venerdì, 25 Settembre 2015
Con l'apparecchiatura descritta in "inverter con Arduino" sono state effettuate delle misurazioni con l'oscilloscopio ed un voltmetro.   Schema... Read More...

ESP: l'interrupt è istantaneo?
Venerdì, 29 Luglio 2016
Quando si utilizza l'interrupt di un processore come quello della scheda Arduino/Genuino, si usa dire che il programma salta immediatamente alla... Read More...

ESP: il timing di Arduino
Mercoledì, 17 Agosto 2016
Quanto tempo impiega la scheda Arduino/Genuino a svolgere i compiti previsti dal software? Si sa che la scheda Arduino/Genuino Uno ha un... Read More...

ESP: prove con l'uscita seriale di Arduino 2
Martedì, 23 Agosto 2016
Trasmissione seriale e verifica della sospensione del loop. (segue da questo articolo) Viene inviato all'uscita seriale un blocco di 4 caratteri per... Read More...

ESP: prove con l'uscita seriale di Arduino 3
Martedì, 23 Agosto 2016
Trasmissione seriale e baud rate. (segue da questo articolo) Viene inviato all'uscita seriale un blocco di 4 caratteri "zzz " come sperimentato... Read More...

ESP: prove con l'uscita seriale di Arduino 4
Mercoledì, 31 Agosto 2016
prove per misurare la durata dell'istruzione Serial.print() Si prova a misurare la durata di esecusine dell'istruzione e si va a vedere se c'è un a... Read More...

ESP: prove con l'uscita seriale di Arduino 5
Lunedì, 05 Settembre 2016
Cosa succede quando si invia alla stampa seriale una stringa molto lunga? Si prova come al solito con misurazioni eseguite con l'oscilloscopio per... Read More...

bruciare un resistore
Domenica, 29 Novembre 2020
Per bruciare un resistore basta fargli produrre calore per effetto Joule in quantità maggiore di quanta ne possa dissipare.   Un resistore da... Read More...

ESP: prove con l'uscita seriale di Arduino 1
Lunedì, 22 Agosto 2016
Verifica della interazione fra loop e trasmissione seriale. Dopo aver compreso come avviene la comunicazione seriale (articolo "l'uscita seriale di... Read More...

Collana "no coding no party"
Sabato, 07 Luglio 2018
Collana "no coding no party" La collana, per ora nella sua fase iniziale, è stata creata per utilizzare in campo didattico la progettualità di... Read More...

Collana "coding a scuola"
Giovedì, 12 Aprile 2018
Coding a scuola è una collana di libri ePub scritti per facilitare l'approccio al coding attraverso lo studio delle discipline ordinarie. Salvo una... Read More...

segue "Collana: coding a scuola"
Sabato, 24 Novembre 2018
Nota importante A chi sono rivolte le pubblicazioni Perché il coding Hardware Note di utilizzo Pubblicazioni della stessa collana Read More...

Le frazioni con scratch
Sabato, 07 Luglio 2018
Libro: "Le frazioni con Scratch"  Il libro è stato pubblicato con ISBN 9788828364269 Titolo: Le frazioni con Scratch Sottotitolo: fare coding... Read More...

Digital Storytelling con Scratch: software
Sabato, 19 Agosto 2017
Questa pagina è stata prevista per sostenere attività di approfondimento per i lettori del libro "Digital Storytelling". Viene dato un aiuto per... Read More...

Immagini digitali
Martedì, 29 Agosto 2017
La digitalizzazione dell’immagineL’operazione di digitalizzazione consiste essenzialmente nel trasformare colori, tracce, forme in un elenco di... Read More...

Digital Storytelling con scratch
Venerdì, 11 Agosto 2017
Libro: "Digital Storytelling con Scratch" È disponibile un saggio in formato epub oppure in formato pdf.   Il libro è stato... Read More...

Files video
Martedì, 29 Agosto 2017
Alcune informazioni sui videoProporzioniUna immagine elettronica è composta da puntini luminosi colorati (i pixel) messi in ordine su di uno schermo... Read More...

Digital Storytelling con Scratch: video
Venerdì, 11 Agosto 2017
Eventuali altri video collegati con il libro ePub "Digital Storytelling con Scratch". Il video "Scratch 2 primi passi" raggiungibile con il link dal... Read More...

Cinematica 2 con scratch
Sabato, 12 Maggio 2018
Libro: "Cinematica 2 con Scratch"  Esperimenti di cinematica sui moti vari e composti: moto vario casuale, moto vario programmato, moto... Read More...

Cinematica 1 con scratch
Martedì, 05 Dicembre 2017
Libro: "Cinematica 1 con Scratch"  Esperimenti di cinematica sui moti semplici: moto rettilineo uniforme, moto uniformemente accelerato, moto... Read More...

Dinamica 1 con scratch
Mercoledì, 13 Febbraio 2019
Libro: "Fisica: Dinamica 1 con Scratch"  Esperimenti di dinamica tramite calcolo numerico di moti con attrito radente, attrito laminare e... Read More...

Dinamica 2 con scratch
Domenica, 23 Giugno 2019
Libro: "Fisica: Dinamica 2 con Scratch"  Esperimenti di dinamica tramite calcolo numerico di moti oscillanti di apparati molla-massa, pendoli,... Read More...

Fisica con Scratch - articoli, video
Martedì, 05 Dicembre 2017
La pagina contiene materiali ritenuti interessanti per supportare gli argomenti trattati nei libri di fisica con Scratch.   Introduzione... Read More...

Geometria 1 con scratch
Sabato, 19 Settembre 2020
Libro: "Geometria 1 con Scratch"  Laboratorio di geometria per la scuola media realizzato con l'uso di Scratch per realizzare figure piane. È... Read More...

Geometria 2 con Scratch
Martedì, 26 Gennaio 2021
Libro: "Geometria 2 con Scratch"  Laboratorio di geometria realizzato con l'uso di Scratch con approfondimenti degli argomenti trattati nel... Read More...

Analogico e digitale
Venerdì, 08 Gennaio 2021
L'ora, la velocità, la temperatura, la distanza ... sono tutte grandezze fisiche che si usano quotidianamente senza essere dei fisici. In molte... Read More...

VD: l'ambiente di Scratch 3
Domenica, 22 Novembre 2020
Un video per conoscere l'ambiente della versione 3 di Scratch. La numerazione si riferisce alla spiegazione di dettaglio inserita nel libro... Read More...

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microbit - Il laboratorio di Gianni Mastropaolo

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lavori di coding con Scratch, microbit e Arduino pilotati da Scratch con spiegazioni di elettronica

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270 idee su Micro:bit nel 2022 | arduino, progetti arduino, elettronica

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Arduino proyectos #arduino #proyectos ; arduino proyectos ; arduino proyectos ; arduino proyectos ; arduino projects, arduino beginner, arduino diy, arduino logo, arduino programming, arduino art, arduino uno, arduino proyectos, arduino cnc, arduino ideas, arduino robotica, arduino projekte, arduino led, arduino domotica, arduino projet francais, arduino projetos, arduino sensors, arduino automation, arduino projeleri, arduino drone, arduino desi

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270 idee su Micro:bit nel 2022 | arduino, progetti arduino, elettronica

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23-apr-2022 - Esplora la bacheca "Micro:bit" di Lorena Preite, seguita da 391 persone su Pinterest. Visualizza altre idee su arduino, progetti arduino, elettronica.

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Explore micro:bit's community hub to learn and share about their products! Join 198 hardware developers who follow micro:bit on Hackster.

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Animate your own designs on the micro:bit display

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Use the BBC micro:bit's input buttons to show different pictures on its LED display output.

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Microbit Games - YouTube

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Share your videos with friends, family, and the world

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Step 1: Make it

What is it?

Expand the range of emotions you can show - jump up and down to show that you're feeling silly!

How it works

Like the Emotion badge, this program shows a happy or sad face depending on which button input you press, A or B.

The micro:bit has other inputs, such as sensors.

This program uses the micro:bit's accelerometer input to measure forces and sense when it's shaken.

When the accelerometer senses sudden movement the program makes the silly face appear on the LED display output.

What you need

micro:bit (or MakeCode simulator)

MakeCode or Python editor

battery pack (optional)

some energy to shake, jump or get silly

Step 2: Code it

Loading...

Step 3: Improve it

Use different built-in emotions images like MEH, CONFUSED or ANGRY.

Show another emotion when you press buttons A and B together.

Add new emotions using the LED display to draw your own pictures like we did in Animated animals.

The accelerometer can sense other 'gestures' such as 'freefall' and whether it's tilted left or right - try them out. Find out more about gestures in micro:bit Python here.

You may also like

Make flashing happy and sad faces

Turn your micro:bit into an animated name badge

Shake your micro:bit to make random numbers

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Shake your micro:bit to make a silly face appear

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In questa pagina sono raccolte tutte le risorse su BBC micro:bit, tutorial, esperimenti, lezioni. Questa pagina è in costruzione – ultima modifica 26.05.19 Coding a scuola con BBC micro:bit –…

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BBC micro:bit Italy è il luogo dove imparare, condividere idee e sperimentazioni con micro:bit. Il gruppo è aperto a tutti coloro che amano fare #Coding con BBC #micro:bit, soprattutto studenti ed...

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Gruppo Italiano di appassionati del BBC micro:bit.

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A collection of courses and tutorials built for the micro:bit.

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This course is targeted to middle school grades 6-8 (ages 11-14 years). It is also written for teachers who may not have a Computer Science background, or who may be teaching an “Intro to Computer Science” course for the first time.

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A 14 week Introduction to Computer Science course.

This course is targeted to middle school grades 6-8 (ages 11-14 years). It is also written for teachers who may not have a Computer Science background, or who may be teaching an "Intro to Computer Science" course for the first time.

This course takes approximately 14 weeks to complete, spending about 1 week on each of the first 11 lessons, and 3 weeks for students to complete the final project at the end. Of course, teachers should feel free to customize the curriculum to meet individual school or district resources and timeframe.

The Educator edition is available as a set of resource materials for teaching the course in the classroom. The course materials contain the overview guides, assessment and standards guides, and the individual lesson units. The course material is provided as single complete download or the guides and lesson units can be downloaded individually. Take a look at this brief of what's included in the materials.

Complete course pack

The entire set of course materials is bundled together to download as one complete package, get it here:
|Complete course package|
Individual materials

Any of the individual course material items are also available as a separate download. All of the guides, assessments, and lesson materials are listed here:

Localization scripts

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This course is targeted to middle school grades 6-8 (ages 11-14 years). It is also written for teachers who may not have a Computer Science background, or who may be teaching an "Intro to Computer Science" course for the first time.

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We're excited to announce the addition of micro:bit to Tinkercad's Circuits editor. With it, students can program and interact with a realistically simulated micro:bit and connect their board to our growing collection of virtual electronic components. Just like everything in Tinkercad, this new feature is free, beginner-friendly, and thoughtfully designed for classroom use.

What is Micro:bit?

The BBC micro:bit is an inexpensive electronic circuit board designed for students to learn electronics and coding. It includes buttons and lights and sensors that lend themselves to creating amazing interactive projects. When a student connects the micro:bit to a computer with a USB cable, they can quickly program the board with new interactions using beginner-friendly code environments, such as Microsoft MakeCode .

Over the past few years, we've watched the popularity of micro:bit skyrocket in our educator community. The board's rugged, yet friendly design holds up to repeated use and the curriculum developed by the Micro:bit Educational Foundation is top-notch and easy to implement.

In a perfect world every student should be able to have their own micro:bit to tinker with, along with a bottomless drawer of components and alligator clips and batteries. With Tinkercad, that dream is now possible for any student with a computer and an internet connection.

What is Tinkercad Circuits?

When we talk about Tinkercad, we're really talking about three symbiotic products: our 3D editor , our Codeblocks editor , and our Circuits editor . All of them are free and can be found in your Tinkercad design dashboard.

Our Circuits editor allows anyone with an internet connection to create and simulate electronic designs using common components. Our built-in lessons introduce students to the basics of electronics and Arduino, with circuits that can be simulated and analyzed, just like the real thing.

One of the most popular features of the Circuits editor is our Arduino simulator. Students can use it to learn, code, and simulate relatively complex interactions with what has been one of the most popular microcontroller project boards ever made.

And while the popularity of Arduino continues undiminished, the success of the micro:bit demonstrates that there's room for competition. It's also shown us that the two platforms are not mutually exclusive. With Tinkercad Circuits, there's nothing preventing students from mixing and remixing any of our components or examples together to create new and imaginative designs.

We've taken everything we've learned about Arduino simulation and applied it to our micro:bit support. We're confident that when students see how fun and easy it is to code their virtual micro:bit, many of them will be inspired to explore our breadboard and Arduino simulations.

An Electronics Lab With Endless Possibility

There are a number of free online tools students can use to code, and even simulate how programs run on their Micro:bit. Tinkercad stands apart with a belief that the micro:bit is more than just a self-contained tool -- it's the first step into a larger world of understanding code and physical computing.

Tinkercad's Circuits editor is a playground of electronics and possibilities that your students can grow into. It's the only space of its kind where students can just as easily learn to connect and blink an LED with a transistor, or an integrated circuit, or a micro:bit, or an Arduino.

By eliminating the cost of electronic hardware, and consumables like batteries and wires, Tinkercad Circuits lowers the barrier of entry for students and teachers (from elementary up through high school) to learn and tinker with electronics.

Like other micro:bit coding tools, our blocks-stye code editor makes it easy for students to drag, drop, and rearrange computational concepts and instructions until they get their project working just the way they want. Once students have exhausted the basic capabilities of their micro:bit, Tinkercad allows them to seamlessly integrate breadboards, integrated circuits, sensors, motors, and more.

Best of all, student designs are automatically saved to their Tinkercad design dashboard, where they can be accessed from any computer. Students can work on designs at home or at school, from any available laptop, desktop, or Chromebook.

If you're an educator, we encourage you to take advantage of our Tinkercad Classrooms tool. With it, you can easily review your students' work in Tinkercad, leave notes, and make corrections.

Example Circuits

To give you a sense of what's possible using the micro:bit simulation in Tinkercad, we've included a handful of sample circuits that students can access from the Starters menu.

Some of these starter circuits showcase how the micro:bit's built-in sensors (compass, accelerometer, temperature, light-sensitivity) can be manipulated in Tinkercad. In the example below you can see how we've been able to simulate different physical gestures, which trigger different patterns on the LED matrix.

Other starter circuits were intentionally designed to demonstrate the unique possibilities of combining other elements from our component library. The first example, for instance, is a micro:bit that's pre-wired to power a small breadboard that students can use to build their circuit.

The example next to it demonstrates how a PIR motion sensor can be easily wired to the Micro:bit to detect nearby movement and sound an alarm through a connected buzzer.

We encourage you and your students to take some time to explore all the starter circuits for micro:bit. And don't forget to open up the code panel to see what makes them tick and change the parameters for different results.

With Tinkercad, there's no reason to worry about breaking hardware, burning out LEDs, or losing your code. Students are free to experiment and try out any wild idea they have.

Sharing Designs With Students

Just like any design in Tinkercad, teachers can make their work public and generate a direct link to share with students. With this link, students can copy the design to their personal dashboard and modify their copy however they like.

Using the annotation tool within Tinkercad Circuits, teachers can markup designs with instructions, explanations, and descriptions. These annotations can be toggled on and off using the eye icon in the top bar (try it in the embedded example below).

Public designs also include HTML code that you can use to embed your designs on a website (just like the above example). This can come in handy for including designs within a course overview page for your class, or as part of an Instructables guide.

Limitations at Launch

As many of you know, Tinkercad is constantly evolving and improving our tools. As proud as we are of the addition of micro:bit to Tinkercad Circuits, we're certain there's more we can do to improve it. Some of this work is already underway.

For example, you can currently export your code as a javascript file. This file can be uploaded to a connected micro:bit using a third-party site like Microsoft MakeCode. We know this isn't ideal.

( Editor's note: As of 1/27/2021 Tinkercad supports the export of the .hex file code format native to the micro:bit board. Users can simply drag and drop their downloaded .hex file to their connected micro:bit board and the code should update automatically.)

We're also aware that the Tinkercad iPad app doesn't yet support circuit simulation. For students to take full advantage of the capabilities of Tinkercad Circuits they'll need to use a laptop or desktop computer, or Chromebook.

Micro:bit aficionados will also notice that our current simulation does not include the features of the new micro:bit v2 hardware announced last month. Specifically, the new hardware offers a built-in speaker, microphone, and capacitive touch pad.

We may include a simulation of micro:bit v2 hardware in a future release. Until then, know that the code generated in Tinkercad should have no problem running on v2 hardware. We also include an example of how to add a speaker to your micro:bit simulation in our "Alarm" starter circuit, for those who want this feature.

Answers to more of your questions can be found in our FAQ .

Connect with Tinkercad

The development and inclusion of micro:bit in Tinkercad can be directly traced back to the enthusiastic requests we received from educators just like you. If you have an idea on how we can improve our micro:bit support (or Tinkercad in general) don't hesitate to email your thoughts to tinkercad-support@autodesk.com .

That said, we also enjoy hearing your success stories, and how Tinkercad is helping your students learn and express themselves. You can email those to us too, or tag us on Twitter , Instagram or Facebook so we can respond and share.

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We're excited to announce the addition of micro:bit to Tinkercad's Circuits editor. With it, students can program and interact with a realistically simulated micro:bit and connect their board to our growing collection of virtual electronic components. Just like everything in Tinkercad, this new feature is free, beginner-friendly, and thoughtfully designed for classroom use.

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Scratch is a free programming language and online community where you can create your own interactive stories, games, and animations.

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Make your micro:bit light up when the sun comes up

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Activity

Beginner | MakeCode, Python | LED display | Iteration, Sequence

Step 1: Make it

What is it?

Use the sun icon from the Here comes the sun to make a sunbeam animation.

How it works

The program shows a sequence of sun pictures on the LED display based on the one we made in the Here comes the sun project.

It waits 500 milliseconds (half a second) between showing each image to allow you to see it before displaying the next.

The sequence makes an animation of sunbeams coming from the centre of the sun.

The sequence repeats for as long as your micro:bit has power because the instructions are inside a forever, or infinite, loop.

Computers are often used to help animators make cartoons and films, creating an illusion of movement by showing a sequence of slightly different images one after another.

What you need

micro:bit (or MakeCode simulator)

MakeCode or Python editor

battery pack (optional)

squared paper to sketch your own sunbeam designs (optional)

Step 2: Code it

Step 3: Improve it

Speed up or slow down the animation by changing the delay of 500 milliseconds.

Use your own design for the sun and its rays.

In Python, use a range of numbers from 1 to 9 to show the sun’s rays getting dimmer as they get further from the centre.

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Use the BBC micro:bit's LED display as a light sensor.

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Discover how to show and scroll text on the micro:bit's 5x5 LED display output.

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Learn how the micro:bit's accelerometer and random number features can make a dice simulator.

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Use the micro:bit's accelerometer sensor and random number generators to make a simple, fun game.

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Learn about how computers use random numbers, variables and selection to recreate a classic two-player game of chance.

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Step 1: Make it

What is it?

Turn your BBC micro:bit into a step counter (or pedometer) to help you track how active you are - and learn some coding at the same time!

These two videos show you what you'll make and how to code it:

How it works

Download the code onto a micro:bit and attach a battery pack.

Attach the micro:bit and battery pack to your shoe or ankle, place it inside your sock, or just hold it in your hand and shake it as you walk.

The code uses the micro:bit's accelerometer sensor input to sense when your leg is moving.

The code counts how many times the micro:bit has been shaken. It stores this number in a variable called 'steps'.

Variables are containers for storing data, which can be accessed and updated while a program is running.

Every time the micro:bit accelerometer input senses a shake, the program increases the number held in the variable by 1, and shows the new number on the LED display output.

What you need

micro:bit (or MakeCode simulator)

MakeCode or Python editor

battery pack

something to attach the micro:bit to your shoe or leg - elastic band, a pipe cleaner, tape or Velcro.

Step 2: Code it

Step 3: Improve it

Modify the code so it shows your current step count when you press a button.

If you find that the code only counts every other step, modify the code to multiply the 'steps' variable by two when it's displayed.

Measure the length of your average stride and get your micro:bit to multiply this by the number of steps to calculate the distance you've walked.

You may also like

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Use the micro:bit's accelerometer to make a step counter or activity tracker.

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Improve battery life by limiting display use of the BBC micro:bit step counter project

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Use the micro:bit's built-in magnetometer to make a compass.

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Use the temperature sensor in the micro:bit's processor to make your own digital thermometer.

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Step 1: Make it

What is it?

A simple project to help you count... skips, jumps, birds you see out of your window - anything!

These two videos show you what you'll make and how to code it:

How it works

This program uses a variable called 'count' to keep track of the number you're counting.

It sets the variable to 0 at the start.

Every time you press button B, it increases the count variable by 1 and shows it on the LED display.

Numbers over 9 won't stay on the display, so pressing button A shows the number.

You can reset the counter by pressing buttons A and B together.

What you need

micro:bit (or MakeCode simulator)

MakeCode editor

battery pack (optional)

Step 2: Code it

Loading...

Step 3: Improve it

Find another way of resetting the counter, for example by shaking the micro:bit.

Showing the number graphically - use a bar chart or dots.

Show a heart or another picture when you reach a certain number - it could be your target for star-jumps or another activity.

Use radio to send the count number to another micro:bit acting as a remote display.

You may also like

Make your own step counter with a micro:bit

Shake your micro:bit to make random numbers

Sense how warm or cold it is outside

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Activity

Beginner | MakeCode, Python | Buttons, LED display | Randomisation, Selection, Variables

Step 1: Make it

What is it?

Finding hard to decide or agree on what to do? Let this micro:bit program choose for you!

These two videos show you what you'll make and how to code it:

How it works

Pressing button A makes your micro:bit choose a random number between 1 and 6.

It stores the number in a variable called random_number.

The program tests the random number using selection. Depending on the number, different activities are shown.

It doesn't specifically test if the random number is 6 - why is this?

What you need

micro:bit (or MakeCode simulator)

MakeCode editor

battery pack (optional)

Step 2: Code it

Step 3: Improve it

Customise it by putting your own activities in the code.

Add more activities.

How could you make it less likely that it tells you to tidy your room?

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Use random numbers and selection on a BBC micro:bit to help your family decide what activity to do.

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Use the micro:bit's accelerometer to raise a visual and audible alarm when something is moved

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Step 1: Make it

What is it?

Newly-hatched sea turtles use moonlight to find their way to the sea. Tall, bright lights can confuse them. Build a prototype of beach lighting for paths that guides humans safely but doesn't distract turtles.

This project is part of a series created to offer problem-solving and prototyping activities designed to explore technology as a solution to the challenges of the Global Goals for Sustainable Development.

What you'll learn

How to make a prototype for a larger project

How computers take readings from inputs, process the data to make different outputs depending on the value of sensor readings

How it works

This project uses the micro:bit's LEDs as a light sensor input. Cover the display with your hand and it should light up with the turtle picture.

It could be used at ground level to guide humans along a beach path at night, without confusing sea turtle hatchlings with tall, bright lights that they may mistake for the moon.

The program uses selection to sense if the light falling on the micro:bit falls below a certain level, if it is less than (<) 100. If it is dark, it lights up the micro:bit display, else it clears the screen so the LEDs are dark.

You may need to adjust the threshold number 100 depending on the lighting conditions where you are. If you're in a very bright place, you may need a smaller number.

What you need

micro:bit (or MakeCode simulator)

MakeCode or Python editor

battery pack (optional)

Step 2: Code it

Step 3: Improve it

Create your own picture to show on the LED display

Add an animation

Change the display to show arrows to make sure people walk on the correct side of the path

You may also like

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Use the micro:bit's light sensor to build a prototype of beach lighting that does not distract sea turtle hatchlings

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Step 1: Make it

What is it?

Use your micro:bit to create a prototype of LED lights that can stop unwanted fish, turtles and birds from getting trapped in fishing nets.

This project is part of a series created to offer problem-solving and prototyping activities designed to explore technology as a solution to the challenges of the Global Goals for Sustainable Development.

What you'll learn

How to make a prototype for a larger project

How computers take readings from inputs, process the data to make different outputs depending on the value of sensor readings

How it works

A prototype is a working model used to test ideas. Remember to keep your micro:bit away from real water!

This program uses the micro:bit's LEDs as a light sensor. It tells the micro:bit to turn on the LEDs when the light is less than a certain level (50).

Cover your micro:bit's LED display, to simulate being deep in the sea, and it should light up.

You may need to change the number 50 depending on the lighting conditions where you are. If it's lighting up too easily, use a smaller number.

If you have a speaker attached, or you're using the new micro:bit with sound, it also gives out a high frequency pulsed sound to help to keep other creatures away from the nets.

What you need

micro:bit (or MakeCode simulator)

MakeCode or Python editor

battery pack (optional)

speaker accessory or new micro:bit with sound (optional)

Step 2: Code it

Step 3: Improve it

Change the LED pattern into an animation of a pulsing light

Create your own sounds to scare away creatures you don't want to catch

Add radio to control the lights and sound remotely

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Use your micro:bit to create a prototype of LED lights that can stop unwanted fish, turtles and birds from getting trapped in fishing nets. This project is part of a series created to offer problem-solving and prototyping activities designed to explore technology as a solution to the challenges of the Global Goals for Sustainable Development.

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Step 1: Make it

What is it?

Sharing and receiving kindness is a good way to support your well-being and that of your friends. Create a program using radio to send a smile from one micro:bit to another to support a friend.

This project is part of a series created to offer problem-solving and prototyping activities designed to explore technology as a solution to the challenges of the Global Goals for Sustainable Development.

What you'll learn

How radio communication between electronic devices uses protocols to ensure messages are routed correctly

How technology and electronic communication can be used for good

How it works

This program uses the micro:bit's radio feature to share a smile. You can use it in the MakeCode simulator or flash the code on to 2 or more micro:bits.

First, it sets the radio group to 2. Groups are like channels, so any micro:bit using the same group will get the smile. You can use any group number you like from 0-255.

When you press button A, it sends a radio text message 'smile'. It also clears the screen so you can send another smile.

When it receives a radio message, it shows a smile emoji on the LED display.

The combination of radio group and the text of the radio message sent make up a protocol: a set of rules for how two devices communicate.

What you need

2 micro:bits (or MakeCode simulator)

MakeCode or Python editor

battery pack (optional)

Step 2: Code it

Step 3: Improve it

Customise the smile emoji to your own happy face.

If you're working in pairs in a class, select your own unique radio group numbers for each pair of students so you can send messages to your partner but not anyone else.

You could also do this by keeping the same radio group, but modifying the code so the text message sent is unique to your pair. Modify the code so it only shows a smile if the correct message is received.

How might you send a different emoji if you press button B?

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Use the simple micro:bit radio feature to spread happiness!

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Step 1: Make it

What is it?

Use the micro:bit's accelerometer and radio features to make a prototype of a device to help scientists track polar bears or other animals and discover how they are being affected by climate change.

This project is part of a series created to offer problem-solving and prototyping activities designed to explore technology as a solution to the challenges of the Global Goals for Sustainable Development.

What you'll learn

How to make a prototype for a larger project

How radio communication between electronic devices can be used for scientific study

How it works

This program uses the micro:bit's radio feature to make a prototype for tracking the movements of an animal. You can use it in the MakeCode simulator or flash the code on to 2 or more micro:bits. One would be attached to the animal, the other would be used by the scientist as a receiver.

First, it sets the radio group to 7. Groups are like channels, so make sure both your micro:bits are using the same group.

If several of you are making this project in pairs, make sure each pair uses a unique radio group number. You can pick any group number you like from 0-255.

It takes readings from the built-in accelerometer and transmits them by radio.

The receiver shows the accelerometer readings on the LED display. Larger numbers mean quicker movements. You can use these numbers to make inferences about an animal's behaviour, for example if it's looking for food, a new habitat or staying in one place to make a home.

What you need

2 micro:bits (or MakeCode simulator)

MakeCode or Python editor

battery pack (optional)

Step 2: Code it

Step 3: Improve it

This program measures movement in the Y-axis. The micro:bit's accelerometer can measure forces in other directions, and also give an overall reading of strength. Experiment using different axis measurements to see which works best.

Depending on the axis you measure and how you attach the sensor micro:bit, you may notice readings even when the animal is still. This is because of the Earth's gravity, which the micro:bit can also measure! How would you make sure this doesn't affect your readings?

What other sensors on the micro:bit could you use to transmit data about an animal?

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Use the micro:bit's accelerometer and radio features to make a prototype of a device to help scientists track polar bears or other animals and discover how they are being affected by climate change. This project is part of a series created to offer problem-solving and prototyping activities designed to explore technology as a solution to the challenges of the Global Goals for Sustainable Development.

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Activity

Beginner | MakeCode, Python | Buttons, LED display, Touch logo | Input/output

Step 1: Make it

What is it?

Add another expression to an emotion badge project using the new micro:bit's touch logo sensor as an extra button

What you'll learn

How computers take inputs, process them using code and create different outputs

How to use the new micro:bit's touch logo like a button input to trigger outputs

How it works

This program senses if you press button A and shows a happy face icon on the LED display output.

It senses if you press button B and shows a sad face on the LED display.

If you touch the gold logo on the front of the new micro:bit, the program detects your finger and shows a surprised face on the LEDs.

What you need

new micro:bit with sound (or MakeCode simulator)

MakeCode or Python editor

battery pack (optional)

Step 2: Code it

Step 3: Improve it

Change the icons that appear, or draw your own to show different emotions.

Create an animated sequence of faces when you press each button.

Add different sounds that match each emotion.

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Use the new micro:bit's new touch logo feature

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Use the new micro:bit's microphone sensor to animate the LED display.

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Use the new micro:bit's microphone sensor make lights that glow brighter the louder sounds get.

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Activity

Beginner | MakeCode | LED display, Touch logo | Input/output

Step 1: Make it

What is it?

Light up your micro:bit with a heart - but only while you touch it!

What you'll learn

How to use the new micro:bit's touch logo sensor to trigger different events when you touch it and when you let go

How it works

This project will light up the LED display with a heart icon, but only as long as you hold your finger on the logo on the front of the new micro:bit.

The gold logo is a touch sensor that works a bit like a touch screen on a mobile phone, measuring tiny changes in electricity. This is also called a capacitive touch sensor, because it uses measurements of electrical capacitance to work.

The 'on logo touched' block is triggered when you first touch the logo.

The 'on logo released' block senses when you let go of the logo and the program clears the display.

'On logo touched' only triggers when you first put your finger on the logo, unlike the 'on logo pressed' block used in the Touch emotion badge project, only triggering when you touch and let go of the logo, pressing it like a button.

What you need

new micro:bit with sound (or MakeCode simulator)

MakeCode editor

battery pack (optional)

Step 2: Code it

Step 3: Improve it

Modify the program with different icons, or draw your own

Add sound so the micro:bit makes a noise when you touch it

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Discover advanced features of the new micro:bit's touch logo sensor

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Make a micro:bit sensory toy with sound and light

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Activity

Beginner | MakeCode, Python | Buttons, LED display, Speaker, Touch logo | Input/output

Step 1: Make it

What is it?

Make an emotion badge that expresses how you feel in sounds as well as pictures.

What you'll learn

How to use the new micro:bit's built-in sounds as outputs to add personality and expression to your projects.

How it works

The micro:bit with built-in speaker can play new expressive sounds. This project plays a happy sound when you press input button A to match the happy icon on the LED display output.

It plays a sad sound when you press button B to match the sad face icon.

When you press the touch logo, it plays the 'spring' sound to match the surprised face on the LED display.

What you need

new micro:bit with sound (or MakeCode simulator)

MakeCode or Python editor

battery pack (optional)

Step 2: Code it

Step 3: Improve it

Experiment with the different new expressive sounds like 'giggle', 'hello' and 'twinkle'.

Modify the program with different emotion icons, or draw your own.

Add an animation to go with each expression.

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Make a prototype light switch controlled by sound

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Make a tool to help you practice your music skills

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Lessons aimed at pupils aged 9-11. Pupils use buttons and sensors on the micro:bit to make different images display, are introduced to the concept of variables, and create a device that records details of litter that can be recycled in the local area. You will need to use physical micro:bits and battery packs for these lessons.

The unit comprises two lessons of approximately 60 minutes each:

1. Discovering sensors and buttons by coding a game

2. Use variables to code a device for counting different types of litter

These lessons are provided by Barefoot, a UK-based organisation that provides computing resources to primary schools.

Learning objectives

I can explain what the buttons and sensors on the micro:bit do

I can program sensors and buttons using the MakeCode editor

I can store data with variables using the MakeCode editor

I can design a counting device using the micro:bit

I can program a counting device using the MakeCode editor

I can use a counting device to record data

Additional skills

Collaboration, evaluation, presenting, problem-solving.

You will need

Downloadable resources:

Other resources:

bin bags (optional)

litter picker (optional)

micro:bit battery packs

pencils

rubber gloves (optional)

timers / stopwatches

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Lessons aimed at pupils aged 9-11. Pupils use buttons and sensors on the micro:bit to make different images display, are introduced to the concept of variables, and create a device that records details of litter that can be recycled in the local area. You will need to use physical micro:bits and battery packs for these lessons.

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These lessons are aimed at pupils aged 7-9. Pupils familiarise themselves with the BBC micro:bit. They also create icons and animations by programming the micro:bit's LED display and using the forever block and count-controlled loops. You will ideally use physical micro:bits for these lessons, although you can also use the simulator.

The unit comprises two lessons of approximately 60 minutes each:

1. Discover how to create images on the micro:bit's LED display

2. Make wildlife animations using sequences and loops

It was provided by Barefoot, a UK-based organisation that provides computing resources to primary schools.

Learning objectives

I can explain what the micro:bit's components do

I can sequence code within the micro:bit MakeCode editor

I can design and code images using the micro:bit's LEDs

I can use repetition within the micro:bit MakeCode editor

I can design and code an animation using the micro:bit's LEDs

I can evaluate my work and suggest improvements

Additional skills

Creative thinking, evaluation.

You will need

Downloadable resources:

Other resources:

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These lessons are aimed at pupils aged 7-9. Pupils familiarise themselves with the BBC micro:bit. They also create icons and animations by programming the micro:bit's LED display and using the forever block and count-controlled loops. You will ideally use physical micro:bits for these lessons, although you can also use the simulator.

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Lessons summary

This series of five lessons is aimed at pupils aged 9-10. Pupils learn about data through a variety of unplugged activities. They write and evaluate algorithms and programs using selection and repetition to use micro:bit as a temperature recorder, an automatic warning system and a digital assistant. You will ideally use physical micro:bits for these lessons, although you can also use the simulator.

The unit comprises five lessons of approximately 60 minutes each:

1. Research lesson on understanding, locating and using data

2. Exploring the micro:bit’s sensors

3. Unplugged lesson designing gadgets with sensors

4. Using sensors in algorithms and programs

5. Programming digital assistants

Learning objectives

can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

are responsible, competent, confident and creative users of information and communication technology

Additional skills

Researching, design thinking, problem-solving, debugging.

You will need

Downloadable resources:

Lesson plan

Lesson slides

Student handouts

HEX files

Other resources:

coloured sports bands

MakeCode editor

micro:bit battery packs

micro:bits

paper - large sheets

printouts of slides

terms and conditions from popular app or website (optional)

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Explore data and the sensors on the BBC micro:bit.

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This series of five lessons is aimed at pupils aged 7-8 years and builds on the 'Nature art' unit. Pupils design sequenced algorithms for flashcards to help them learn a foreign language, developing their understanding of computational thinking. They then write programs to create digital flashcards using the micro:bit and test and evaluate their work.

The lesson sequence comprises:

1. Unplugged lesson discovering how flashcards work through algorithms

2. Programming abstracted images on the micro:bit LED display to make digital flashcards

3. Improving programs by introducing delays and spotting patterns

4. Experimenting (tinkering) with the MakeCode editor to discover more ways of using the display

5. Debugging, evaluating and consolidating computing concepts used in this unit.

Learning objectives

can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

are responsible, competent, confident and creative users of information and communication technology

Additional skills

Creative thinking, collaboration, problem-solving.

You will need

Downloadable resources:

Other resources:

highlighter pens (different colours)

paper - large sheets

paper - writing

student work from previous lesson

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This series of five lessons is aimed at pupils aged 7-8 years and builds on the 'Nature art' unit. Pupils design sequenced algorithms for flashcards to help them learn a foreign language, developing their understanding of computational thinking. They then write programs to create digital flashcards using the micro:bit and test and evaluate their work.

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In this series of five lessons aimed at pupils aged 8-9 years, pupils develop their understanding of flowchart algorithms, selection and inputs and outputs by using electrical circuits and the BBC micro:bit to test the conductivity of different materials.

The unit comprises five lessons of approximately 60 minutes each:

1. Unplugged lesson building electrical circuits and testing materials

2. Unplugged lesson exploring selection and flowchart algorithms

3. Tinkering with inputs on the micro:bit using the MakeCode editor

4. Electrical conductivity testing with the micro:bit

5. Unplugged review, decomposing learning in the unit

Learning objectives

can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

have repeated practical experience of writing computer programs in order to solve problems

can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

are responsible, competent, confident and creative users of information and communication technology

Additional skills

Creative thinking, collaboration, problem-solving, testing.

You will need

Downloadable resources:

Other resources:

alligator / crocodile clip leads

batteries

buzzers (optional)

coins (optional)

erasers (optional)

felt cloth (optional)

kitchen foil (optional)

lightbulbs

MakeCode editor

micro:bits

motors (optional)

paper - large sheets

paper - writing

pencil sharpeners (optional)

pencils (optional)

printouts of slides

scissors (optional)

student work from previous lesson

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In this series of five lessons aimed at pupils aged 8-9 years, pupils develop their understanding of flowchart algorithms, selection and inputs and outputs by using electrical circuits and the BBC micro:bit to test the conductivity of different materials.

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This series of five lessons is aimed at pupils aged 10-11 years. They are introduced to variables and develop their understanding of planning, coding and debugging through a mixture of unplugged and practical programming activities.

Pupils use variables to design and program the micro:bit to be star-jump and step counters. They then use random numbers and selection to code a times table test and an activity selector.

The sequence comprises five lessons of approximately 60 minutes each:

1. Describing with variables

2. Using variables in algorithms and programs

3. Analysing, programming and evaluating step-counters

4. Code random number times table tests

5. Programming and evaluating a family activity picker

Learning objectives

can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

are responsible, competent, confident and creative users of information and communication technology

Additional skills

Creative thinking, collaboration, problem-solving, debugging, evaluation.

You will need

Downloadable resources:

Other resources:

colour marker pens

MakeCode editor

micro:bits (optional)

paper - large sheets

printouts of slides

stacking games

student work from previous lesson

whiteboards & dry-wipe marker pens

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This series of five lessons is aimed at pupils aged 10-11 years. They are introduced to variables and develop their understanding of planning, coding and debugging through a mixture of unplugged and practical programming activities. Pupils use variables to design and program the micro:bit to be star-jump and step counters.

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Lessons summary

This series of five lessons is written for primary school pupils aged 9-10 years. Pupils compose musical phrases and write algorithms to play their phrases on pitched instruments (e.g. glockenspiels).

They then program the micro:bit to play their phrases when events are triggered and experiment with using the accelerometer.

Finally, they consider whether the micro:bit can be used as a music-making device, especially for those who might not have access to instruments.

The unit comprises five lessons of approximately 60 minutes each:

1. Unplugged lesson composing musical phrases

2. Programming musical phrases in MakeCode

3. Unplugged lesson on communicating with gestures

4. Making the micro:bit into a musical instrument

5. Modifying music programs, reviewing learning and evaluating the micro:bit as an accessible musical instrument.

Learning objectives

can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

are responsible, competent, confident and creative users of information and communication technology

Additional skills

Creative thinking, collaboration, problem-solving, critical thinking, evaluation, researching, presenting.

You will need

Downloadable resources:

Lesson plan

Lesson slides

Student handouts

HEX files

Other resources:

alligator / crocodile clip leads (optional)

headphones (optional)

MakeCode editor

micro:bit battery packs (optional)

micro:bits (optional)

musical instruments

paper - large sheets

paper - writing

presentation software

printouts of slides

speakers (optional)

student work from previous lesson

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Four lessons designed for students aged 7-8 years as an introduction to computational thinking and the BBC micro:bit. They learn how to create nature abstractions by taking a nature walk, using art materials and then using the LEDs on micro:bit.

They'll develop an understanding of several key computational thinking concepts, including logical reasoning, abstraction, algorithms and evaluation.

Students then develop their programming and debugging skills and are introduced to working with outputs.

The unit comprises four lessons of approximately 60 minutes each:

1. Creating artistic representation of nature ('Unplugged' lesson - no computers needed)

2. Writing algorithms to create artistic representations of nature ('Unplugged')

3. Planning and programming LED images using the MakeCode editor

4. Planning, programming and evaluating LED representations of nature

Learning objectives

can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

are responsible, competent, confident and creative users of information and communication technology

Additional skills

Creative thinking, collaboration, problem-solving.

You will need

Downloadable resources:

Other resources:

art materials

cameras (optional)

MakeCode editor

micro:bits (optional)

paper - large sheets

student work from previous lesson

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Four lessons designed for students aged 7-8 years as an introduction to computational thinking and the BBC micro:bit. They learn how to create nature abstractions by taking a nature walk, using art materials and then using the LEDs on micro:bit. They'll develop an understanding of several key computational thinking concepts, including logical reasoning, abstraction, algorithms and evaluation.

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In the Spot the species project, students explore the wildlife in their local habitat and create a species counter using the BBC micro:bit.

In the second activity, students learn about the illegal wildlife trade and create an anti-poaching collar using the radio function on the micro:bit.

Learning objectives

to learn more about wildlife in your local environment and elsewhere

to consider the importance of biodiversity

to consider how technology can help protect animals

to build working micro:bit prototypes to record and protect species

to analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

to be responsible, competent, confident and creative users of information and communication technology.

Additional skills

Researching, presenting, creative thinking.

You will need

Downloadable resources:

Other resources:

clipboards (optional)

paper - large sheets (optional)

paper - writing (optional)

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In the Spot the species project, students explore the wildlife in their local habitat and create a species counter using the BBC micro:bit. In the second activity, students learn about the illegal wildlife trade and create an anti-poaching collar using the radio function on the micro:bit.

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In the Light-up fishing nets activity, students learn about the problem of bycatch and potential solutions, before creating a prototype light-up fishing net using micro:bit.

In Sea safe turtles students discover about sea turtles before creating a prototype sea turtle-safe beach light using the micro:bit's LEDs.

Learning objectives

to learn about the problems faced by marine creatures caused by fishing and pollution

to identify possible solutions to the problems

to learn how inputs (sensors) and outputs (light and sound) of the micro:bit can be used to design and make prototype solutions

are responsible, competent, confident and creative users of information and communication technology

Additional skills

Researching, prototyping, design thinking, creative thinking, problem-solving.

You will need

Downloadable resources:

Other resources:

alligator / crocodile clip leads (optional)

colour marker pens (optional)

elastic bands (optional)

headphones (optional)

netting (optional)

paper - large sheets (optional)

string (optional)

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In the Light-up fishing nets activity, students learn about the problem of bycatch and potential solutions, before creating a prototype light-up fishing net using micro:bit. In Sea safe turtles students discover about sea turtles before creating a prototype sea turtle-safe beach light using the micro:bit's LEDs.

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This series of five lessons is aimed at pupils aged 8-9 years. Through a mixture of fun unplugged and programming activities related to animations, pupils develop their understanding of decomposition, flowchart algorithms and repetition. They then write, program and test an animation showing volcanic eruption using the LEDs on the BBC micro:bit.

The unit comprises five lesson of approximately 60 minutes each:

1. Unplugged lesson decomposing dance sequences and flip-book animations

2. Using flowchart algorithms and exploring repetitions in the MakeCode editor

3. Unplugged lesson decomposing and planning volcanic eruption animations

4. Programming in MakeCode and reviewing and micro:bit animations

5. Unplugged lesson to decompose how their learning developed to produce their final product

Learning objectives

can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

are responsible, competent, confident and creative users of information and communication technology

Additional skills

Creative thinking, collaboration, problem-solving, debugging.

You will need

Downloadable resources:

Other resources:

glue

MakeCode editor

micro:bits (optional)

paper - large sheets

paper - writing

pens

scissors

sticky notes

student work from previous lesson

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This series of five lessons is aimed at pupils aged 8-9 years. Through a mixture of fun unplugged and programming activities related to animations, pupils develop their understanding of decomposition, flowchart algorithms and repetition. They then write, program and test an animation showing volcanic eruption using the LEDs on the BBC micro:bit.

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In the Fitness friend activity students create a simple wearable device to give regular reminders to do some exercise.

In the Heart rate monitor activity students learn how to measure their heart rate and create a prototype of a heart rate monitor.

In the Walking for water activity students learn how some children have a daily walk for water and create a step counter to track their steps.

Learning objectives

To understand the importance of regular exercise to help prevent heart disease

To consider how wearable devices can support people to exercise and track their activity level

To design, code and test a prototype of a wearable device to remind people to exercise using the BBC micro:bit

can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

are responsible, competent, confident and creative users of information and communication technology

Additional skills

Creative thinking, prototyping, testing, debugging, collaboration, evaluation.

You will need

Downloadable resources:

Other resources:

elastic bands (optional)

MakeCode editor

micro:bit battery packs

micro:bits

paper - large sheets

paper - rough

sticky tape (optional)

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In the Fitness friend activity students create a simple wearable device to give regular reminders to do some exercise. In the Heart rate monitor activity students learn how to measure their heart rate and create a prototype of a heart rate monitor.

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In the Night sensor activity students create a wearable device to give a visual and audio reminder when it is time to "Be Safe: Be Seen!' at nightfall.

In the Flashing wheels project students design a prototype of a flashing wheel light to help improve road safety for a wheelchair user.

In the Bag for Juliane project students learn about Juliane, a girl from Zimbabwe, and create a light-up bag for her journey to school.

Learning objectives

to understand the issues around road safety for children at night

to consider how technology can help children to 'Be Safe: Be Seen!'

to design, program, test and present working prototypes using the BBC micro:bit to help children 'Be Safe: Be Seen!'

can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

are responsible, competent, confident and creative users of information and communication technology

Additional skills

Creative thinking, prototyping, testing, presenting.

You will need

Downloadable resources:

Other resources:

art materials (optional)

MakeCode editor

micro:bit battery packs

micro:bits

paper - large sheets

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In the Night sensor activity students create a wearable device to give a visual and audio reminder when it is time to "Be Safe: Be Seen!' at nightfall. In the Flashing wheels project students design a prototype of a flashing wheel light to help improve road safety for a wheelchair user.

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A unit of 4, 5 or 6 lessons exploring energy use around us. Students learn how we can monitor our use of energy and use this to make decisions about how we can save energy, save money and have a positive impact on climate change.

Students use micro:bits to monitor electric light use, learn about how to collect good data and present it in order to help inform decisions about changing behaviours.

Depending on the time available and age group, you can choose which lessons to do:

In lessons 1 to 4 students collect data about how long lights are left on. These lessons are suitable for ages 7-16.

In lesson 5, students then build on this to calculate energy usage in kWh and cost of energy used. This lesson is suitable for ages 11-16.

In lesson 6, students collate all their findings in order to present recommendations to their peers, school leadership or parents. This lesson is suitable for all ages.

After completing the unit, students could design their own solutions using technology to collect data about other kinds of energy use, for example for heating or transport and could enter the do your :bit global challenge.

Before starting the unit it will be useful for the teacher to:

Identify possible locations for placing light monitors: areas where you get a large difference in light levels when lighting is turned on and off are best, e.g. away from windows, as close as possible to electric lighting. A large windowless storage area or walk-in cupboard would be ideal.

If you can, try and find out what kind of lighting the area has, for example if it is incandescent, fluorescent or LED lighting.

For lesson 5, find out how many Watts the lighting uses. For example a fluorescent lighting tube could be rated anywhere between 8W and 80W.

Also for lesson 5, find out how much you are paying for electricity, the unit cost per kWh (kilowatt hour), or set this as a research challenge for the students.

You may be able to get guidance from the people who maintain your school building and get your students to help discover some of this information as part of the activities.

Learning objectives

to understand Global Goal 13 (climate action) and why it's relevant to us

to think about energy use around us and how we can use data to make decisions and drive change in behaviours

to understand what 'good data' looks like and plan the collection of good data

to collect, process and analyse data, visualising it to make it easier to interpret and present.

to use the information collected to make suggestions for reducing energy use, saving money and reducing our impact on climate change

to calculate energy use in kWh and cost

to present complex findings and demonstrate skills used in a way that is appropriate to a given audience

can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

are responsible, competent, confident and creative users of information and communication technology

Additional skills

Researching, presenting, collaboration, evaluation.

You will need

Downloadable resources:

Other resources:

micro:bit battery packs

micro:bits

paper - writing (optional)

pens (optional)

spreadsheet (optional)

student work from previous lesson

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A unit of 4, 5 or 6 lessons exploring energy use around us. Students learn how we can monitor our use of energy and use this to make decisions about how we can save energy, save money and have a positive impact on climate change.

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This series of 6 lessons is aimed at pupils in the first year of secondary school. Students are introduced to the core concepts of computational thinking, programming and computer systems through unplugged activities and learning with the BBC micro:bit. No prior learning is assumed and this is an ideal introduction for students to ensure they have a shared understanding of these important elements of computing.

The lesson sequence includes:

Computational thinking: paper aeroplane algorithms

Computational thinking: prototyping

Programming: modifying code, testing & debugging

Programming: iteration & selection

Computer systems: parts of a system

Learning objectives

understand and apply the fundamental principles & concepts of computer science.

gain practical experience of writing computer programs to solve problems.

evaluate and apply information technology, including new or unfamiliar technologies analytically to solve problems

be responsible, competent, confident and creative users of information and communication technology.

Additional skills

Problem-solving, collaboration, creative thinking.

You will need

Downloadable resources:

Other resources:

colour marker pens

glue (optional)

headphones

microphones (optional)

paper - large sheets

paper - rough

paper - writing

pens

scissors

screen recording software (optional)

stickers (optional)

sticky tack

sticky tape

tape measures (optional)

video cameras (optional)

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This series of 6 lessons is aimed at pupils in the first year of secondary school. Students are introduced to the core concepts of computational thinking, programming and computer systems through unplugged activities and learning with the BBC micro:bit.

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In this series of 5-6 lessons aimed at pupils in the first year of secondary school, students learn about 'health tech', the use of technology to improve health. They develop and apply their knowledge and understanding of computational thinking and real-life problem-solving by working in teams to create their own prototype health tech innovation.

The lesson sequence includes:

1. Research health issues and technology

2. Brainstorm health tech innovation ideas

3. Innovation prototyping

4. Prototyping & preparing presentations

5. Health tech prototypes showcase (can run over two lessons)

Learning objectives

understand and apply the fundamental principles & concepts of computer science.

gain practical experience of writing computer programs to solve problems.

evaluate and apply information technology, including new or unfamiliar technologies analytically to solve problems

be responsible, competent, confident and creative users of information and communication technology.

Additional skills

Problem-solving, collaboration, critical thinking, creative thinking, prototyping, presenting, researching.

You will need

Downloadable resources:

Other resources:

paper - large sheets

pens

student work from previous lesson

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In this series of 5-6 lessons aimed at pupils in the first year of secondary school, students learn about 'health tech', the use of technology to improve health. They develop and apply their knowledge and understanding of computational thinking and real-life problem-solving by working in teams to create their own prototype health tech innovation.

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Lessons summary

In this series of 3 lessons aimed at pupils in the first year of secondary school, students learn about cryptography and undertaking practical unplugged activities to develop their logical reasoning and problem-solving skills.

They write algorithms for a Caesar cipher and are introduced to writing Caesar ciphers in text-based programming using JavaScript and Python.

This unit forms the second part of the cyber security unit, though it can be used on its own and can be a good introduction to text-based programming, or a way to extend existing knowledge.

The lesson sequence comprises 3 lessons of approx. 60 minutes:

1. Introducing cryptography today and in history (World War Two)

2. Caesar cipher algorithms unplugged activity

3. Creating Caesar cipher programs with text-based programming

Learning objectives

can understand and apply the fundamental principles & concepts of computer science (logic, abstraction, algorithms, real world problem analysis and problem solving).

practical experience of writing computer programs to solve problems.

are responsible, competent, confident and creative users of information and communication technology.

Additional skills

Problem-solving, collaboration, critical thinking, creative thinking, prototyping, presenting, researching.

You will need

Downloadable resources:

Lesson plan

Lesson slides

Student handouts

HEX files

Other resources:

card

paper - large sheets

paper - rough

paper fasteners / split pins

pens

scissors

student work from previous lesson

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Free lesson plans for your BBC micro:bit

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In this series of 3 lessons aimed at pupils in the first year of secondary school, students gain a greater understanding of the importance of cyber security and explore the need to create strong password before writing algorithms and programs to create their own 'strong password generator' using the micro:bit. Ideally, this unit should be taught after Computing fundamentals.

The Lesson comprises 3 lessons of @60 minutes:

1. Cyber security and ethical hacking

2. Password generator algorithms

3. Password generator programming, testing and evaluation

Learning objectives

can understand and apply the fundamental principles and concepts of computer science

have repeated practical experience of writing computer programs to solve problems

are responsible, competent, confident and creative users of information and communication technology.

Additional skills

Problem-solving, collaboration, creative thinking.

You will need

Downloadable resources:

Other resources:

paper - rough

printouts of slides

sticky notes

student work from previous lesson

whiteboards & dry-wipe marker pens

# data[].attributes.attachment_link.description
In this series of 3 lessons aimed at pupils in the first year of secondary school, students gain a greater understanding of the importance of cyber security and explore the need to create strong password before writing algorithms and programs to create their own 'strong password generator' using the micro:bit.

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In this series of 4 lessons students consider how a sensory classroom can be used to meet the needs of learners who are sensitive to sensory stimulus. They evaluate sensory aids to learn how they meet the needs of their users and use this understanding to plan and devise a classroom sensory aid using the micro:bit.

Ideally, this unit should be taught after Computing fundamentals and assumes students have experience of writing algorithms using pseudocode and have used the MakeCode editor.

The unit comprises 4 lessons @ 60 minutes each:

1. Evaluating sensory learning environments

2. Writing algorithms and programs to sequence light patterns

3. Designing a sensory aid to meet a given criteria, including algorithms

4. Making and evaluating a sensory aid, including programming

Learning objectives

can understand and apply the fundamental principles and concepts of computer science

have repeated practical experience of writing computer programs in order to solve problems

can evaluate and apply information technology

are responsible, competent, confident and creative users of information and communication technology

Additional skills

Creative thinking, problem-solving, collaboration, evaluation.

You will need

Downloadable resources:

Other resources:

cardboard boxes (optional)

cardboard tubes (optional)

colour marker pens (optional)

felt cloth (optional)

glue

images of sensory aids

paints (optional)

paper - large sheets

paper - rough

sticky notes

student work from previous lesson

tissue paper (optional)

# data[].attributes.attachment_link.description
In this series of 4 lessons students consider how a sensory classroom can be used to meet the needs of learners who are sensitive to sensory stimulus. They evaluate sensory aids to learn how they meet the needs of their users and use this understanding to plan and devise a classroom sensory aid using the micro:bit.

# data[].attributes.attachment_link.readable_text
Two longer activities to build prototypes to learn about how wireless networks, smart materials and algorithms can help keep our oceans clean.

Each activity could last for one or more extended sessions in a formal lesson, code club or maker space context.

In the Ocean health monitor project, students make prototypes of wireless sensors to monitor the environment at sea.

In the Oil spill cleaner-upper project, students design an efficient algorithm to clean an area of sea in the first part, then create an autonomous vehicle that can mop up oil spills.

Learning objectives

Understand what the Global Goals are

Understand what Global Goal 14 is and its significance

Understand the basics of transmitting data

Produce a data node product to meet the success criteria

Produce an Oil Spill Cleaner-Upper product to meet the success criteria

Develop the products further with additional features

Additional skills

Design thinking, prototyping, modifying, testing, problem-solving, creative thinking.

You will need

Downloadable resources:

Other resources:

breadboards (optional)

environmental sensors (optional)

floating materials (optional)

jumper wires (optional)

servo motors & control board (optional)

sponge (optional)

waterproof material (optional)

# data[].attributes.attachment_link.description
Two longer activities to build prototypes to learn about how wireless networks, smart materials and algorithms can help keep our oceans clean. Each activity could last for one or more extended sessions in a formal lesson, code club or maker space context.

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Two design challenge activities that could last for one or more extended sessions in a formal lesson, code club or maker space context.

In the Tree protector project, students use the radio on the BBC micro:bit to create a prototype sensor to send alerts when trees are being illegally cut down.

In the more advanced Auto-farmer project, students make moisture sensors and create a prototype of an automated farming system.

Learning objectives

Learn how technology can help protect plant life for the benefit of the environment and growing food.

Discover how wireless networks are used for practical purposes.

Design, test and build physical working prototypes using programming and, optionally, with some simple electronics.

Additional skills

Design thinking, prototyping, iterative process.

You will need

Downloadable resources:

Other resources:

breakout board for micro:bit pins (optional)

cardboard - scrap (optional)

cardboard tubes (optional)

elastic bands (optional)

electric pump (optional)

glue (optional)

jumper wires (optional)

LED lights (optional)

relay module (optional)

sticky tape (optional)

string (optional)

tissue paper (optional)

# data[].attributes.attachment_link.description
Two design challenge activities that could last for one or more extended sessions in a formal lesson, code club or maker space context. In the Tree protector project, students use the radio on the BBC micro:bit to create a prototype sensor to send alerts when trees are being illegally cut down.