Smart Sensor Game

Area of Science:

Technology

Grade level:

Secondary school level (14-18 years old)

Age of students:

14-16 years

Total time:

2 hours

Preparation time:

20 minutes

Teaching time:

1 hour and 30 minutes

Teahing methodology to be used:

Game-based lesson

Key concepts:

By examining certain smart sensor applications, students discover the differences between smart sensors and standard sensors.

Students play a card game to help them remember what they’ve learned about electronic systems.

Overview

Smart sensors are playing an increasingly important part in our daily lives. The Smart Sensor Communications topic delves into what smart sensors are, how they are utilized now, and how they might be used in the future.

 

Students learn about some of the most current advancements in the use of smart sensors in control systems. Many of these applications are in health-care and other high-tech fields.

 

By examining certain smart sensor applications, students discover the differences between smart sensors and standard sensors.

 

Students play a card game to help them remember what they’ve learned about electronic systems.

 

Presentation and explanation of a complete system to other students once it has been collected.

Student mission

The aim of the game is to make as many systems as possible, i.e. an Input with a Process and an Output, and state what the system is going to do.

To facilitate the game, the students can decide what the ‘process cards’ will do with the input signal. Players: 3 to 6 players per group.

 

 

  • Each player is dealt 4 cards, which they keep hidden from other players.
  • Place the remainder of the pack face-down in the centre and turn the top card over and place it beside the face-down pack.
  • Randomly choose a player to go first.
  • The first player can choose to take the card that has been turned over OR one from the top of the centre pack.
  • Once a card has been chosen, this player must then return a card from their hand face-up next to the centre pack.
  • The next player can choose to take a card from the top of the centre pack OR one from the discarded pile.
  • They then return a card face-up to the pile beside the centre pack.
  • This continues, with all players taking their turn.
  • When a player collects a set of cards that complete a system (i.e. Input/Process/Output), they must immediately show the set to the other players and place the three cards face-down in front of themselves.
  • When the centre pack has no cards remaining, the discarded pile is inverted and a card turned over.
  • The game continues until a player has no cards left, or the pack has been exhausted, or a time limit has expired.
  • The winner is the player with the most completed systems.

 

Tie-breaker

  • In a case of a tie (this could happen in a timed game) the player with the least number of cards in their hand is the winner.

21st century technical skills gained through this activity

List of skills:

  • Science
  • Design
  • Technology
  • Technological literacy
  • Competition
  • Critical thinking
  • Communication
  • Game-based learning

Game designer

Graphic designer for games

Programmer

Website developer

Differentiation strategies to meet diverse learning needs

Gamification, Classroom response systems, Forming and framing questions, Students are encouraged to work collaboratively with their peers.

Time to complete Lesson

2 hours approximately

Expected Learning Outcomes

Know about the difference between simple sensors and smart sensors

Know about some applications of smart sensors

Know that all technological developments have advantages and disadvantages

Students must present and explain a complete system to their fellow students once it has been collected.

Prior knowledge and vocabulary

Inputs

Light Dependent Resistor (LDR)

Thermistor

Moisture Sensor

Process

Single transistor

Darlington Pair

Output

Motors

Bulbs

LED

Buzzer

Science and Engineering/Math Practices

Use the Scientific Inquiry model and the Test Your Idea template to help you with your investigative question. See Annex I. and II.

Curriculum Alignment

It can be used on the development of technology games, web design, how automatic doors work etc.

Lesson

Engage: Teacher helps students reflect on what they already know and identify any knowledge gaps. It is important to foster an interest in the upcoming concepts so students will be ready to learn. Teachers might task students with asking opening questions or writing down what they already know about the topic. This is also when the concept is introduced to students for the first time.

The teacher will introduce the topic by using a mobile phone with a proximity sensor to demonstrate how the screen of the phone turns off once it is brought near the ear. This will attract the students’ interest and can spark a discussion on sensors. This way the teacher can check students’ prior knowledge and introduce new ideas.

Materials: mobile phone with a proximity sensor

Preparation: [2] Minutes

Facilitation of Learning Experience: [5] Minutes

Transition: [2] Minutes

Teacher will: introduce the topic, facilitate discussion, lead and answer Q&A

Students will: listen intently, bring schemata to mind

 

Explore: During the exploration phase, students actively explore the new concept through concrete learning experiences. They might be asked to go through the scientific method and communicate with their peers to make observations. This phase allows students to learn in a hands-on way.

Teacher uses the Smart Sensors presentation to explain and introduce smart sensors, as well as to answer some basic questions about their nature and applications.

Work through the smart sensors presentation as a whole class activity. Produce a word list to help, for example:

  • Adaptive – able to change their output
  • Transducer – device that detects an energy transfer
  • Proximity — closeness to
  • Amplify — make bigger
  • Multi-sensing – using more than one input to make a decision
  • Constraint — difficulty.

Materials: projector and screen, smart sensors presentation (see Annex III for the presentation)

Preparation: [5] Minutes

Facilitation of Learning Experience: [20] Minutes

Transition: [5] Minutes

Teacher will: lead the presentation, lead the Q&A session at the end of the presentation

Students will: take notes of the presentation

 

Explain: This is a teacher-led phase that helps students synthesise new knowledge and ask questions if they need further clarification. For the Explain phase to be effective, teachers should ask students to share what they learned during the Explore phase before introducing technical information in a more direct manner, according to “The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching.” This is also when teachers utilise video, computer software, or other aides to boost understanding.

Materials: smart sensor communications

https://www.stem.org.uk/resources/elibrary/resource/33328/smart-sensor-communications?_ga=2.99460697.650662349.1630307618-2136058023.1629898339

Preparation: [5] Minutes

Facilitation of Learning Experience: [20] Minutes

Transition: [0] Minutes

Teacher will:

Students will:

 

Elaborate: The elaboration phase of the 5E Model focuses on giving students space to apply what they’ve learned. This helps them to develop a deeper understanding. Teachers may ask students to create presentations or conduct additional investigations to reinforce new skills. This phase allows students to cement their knowledge before evaluation.

Materials: Smart sensor Card game

Preparation: [5] Minutes

Facilitation of Learning Experience: [35] Minutes

Transition: [2] Minutes

Teacher will: support the process

Students will: play the card game and learn

 

Evaluate: The 5E Model allows for both formal and informal assessment. During this phase, teachers can observe their students and see whether they have a complete grasp of the core concepts. It is also helpful to note whether students approach problems in a different way based on what they learned. Other helpful elements of the Evaluate phase include self-assessment, peer-assessment, writing assignments, and exams.

Materials:

Preparation: [ ] Minutes

Facilitation of Learning Experience: [ ] Minutes

Transition: [ ] Minutes

Teacher will:

Students will:

Independent learning tasks (ILT): Provide two-three challenges to students to complete before the next lesson.

  • Students will research real life applications of what they have learned within the classroom
  • Students will answer post class questions

Students will work in groups to prepare presentations and to present them to their class

Student feedback

Students will receive feedback on their performance in both the questionnaire and the course in general. Students will also give feedback on whether they liked the way the lesson was conducted and the content.

Curriculum mapping of outcomes attained

The knowledge gained by the students in all 4 subjects can also be useful in the field of Physics and Mathematics.

Language use if English is not the main language.

 

Students have to do research themselves in order to explain their system to the fellow students, they learn to use presentation software and a computer.

Assessment

Practical, student presentation, time bound assessment and Q&A.

 

After finishing their game, students present their game by giving a presentation.

 

They can also create a game design or sprites at home in preparation for a lesson.

Jump to:

Materials

Deck

52-card deck per group. (see Annex2)

 

Students will use the card template provided to create a deck of cards for each group.

 

Each deck should consist of:

 

15 INPUTS:

Light Dependent Resistor (LDR) x 5

Thermistor x 5

Moisture Sensor x 5

 

20 PROCESS:

Single transistor x 10

Darlington Pair x 10

 

16 OUTPUT:

Motors x 4

Bulbs x 4

LED x 4

Buzzer x 4

 

1 WILD CARD:

Students can decide what it should be

Preparation

Teacher will create a folder which contains everything students will need before the game.

This folder contains:

  • Images that can be used in the game
  • Example of the game
  • Instructions

Team Work

Students will work together in groups of 3-6 persons. This will help t to create a sense of teamwork and solidarity between them. They will learn to listen and help their colleagues. It also creates a sense of competition, which can improve team efficiency.

Rubrics

 

 

Zero

Independence

A lot of Help

with Some

Independence

Semi

Independent

Fully

Independent

Teacher gives

students full

method with

clear instructions for

how to carry

out the game.

Teacher gives

students an

outline for the

procedure but

allows options

at different

steps.

Teacher

specifies the

example.

Students

research the

method to

develop the

game.

Students choose real time

example and try to solve all

problems by

developing

programs

Follow written and oral

Procedures

 

 

 

 

 

 

 

Students follow written and oral instructions

 

Students follow written and oral instructions,

making

individual

choices in

developing

game.

Students follow a method they have researched

 

Students follow a method they have researched

 

Safely uses a

computer and materials

Students follow instructions on how to safely

use the

computer.

Students follow instructions on the safe use the computer. Students

minimize risks  with minimal

prompting.

Students carry out a full risk

assessment and minimise risks.

Makes records and results

observations

Students record results data in specified ways.

 

Students record results data in specified ways. Students record precise and

accurate data, methodically

using appropriate

example.

 

Students choose the most

effective way of recording

precise and

accurate data methodically

using

appropriate

example

Research,

references and reports

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Data is reported and conclusions drawn. Students carry out

presentations on the development of games with a  lot of guidance.

Data is reported  and conclusions  drawn. Students  compare results  and identify

reasons for

differences.

Students carry  out

presentations on  the development  of games with

some guidance.

Students

research

methods

available. They  compare results  and report on

differences.

Appropriate

software is used  to process data  and report

findings.

Students carry  out

presentations on  the development  of games with

minimal

prompting.

 

Students

research

alternatives in  order to plan

their work.

Reporting

covers the

planning,

carrying out and  an analysis of  their results.

Appropriate

software and/or  tools are used to  process data and  report findings.

Students carry  out

presentations on  the development  of games

without the help  of the teacher.

 

Analyses

problems and identifies

requirements:  Identifies

correct input/  output

Students are

unable to

identify any

input and

output.

Students are

able to identify  only one input  or output.

Students are

able to identify  correctly some  input and

output.

Students are

able to identify  correctly all

input and output  and provide

alternatives.

Demonstrates  program in 

front of the 

class

 

Students are

unable to

explain program  design

Students are

able to explain a  little program  design.

Students are

able to explain  the entire

program design  correctly as it is.

Students are

able to explain the program

design correctly  and provide

alternative

solutions.

Annex

Print or Download

Annex. I.

Scientific Inquiry

 

Annex II.

 

Sensor Card Game Templates

 

Annex III.

Smart sensors presentation can be found here: https://drive.google.com/drive/u/0/folders/1RIeN6j12jrGTWfxIyCP0UItwUw4TSuwr