Poland
Case Study - Sending a message by light or sound
This case study explores how students learn Morse code and use light and voice messages from micro: bit to send messages to each other. Learners can play with light and sound to send information to each other. The possibility of transmitting information using light or sound signals may seem surprising to them.
Context
The case study was initially implemented in a third-grade classroom at a primary school (Primary School in Mszczonów), with 25 students aged 9 to 10 years. It was then replicated in other primary schools and during workshops. The scenario was also published in a special book for teachers and educators. It is easy to implement in classrooms equipped with flashlights and BBC micro:bit sets.
The goal of the activity was to encourage students to work in groups and demonstrate the potential of integrating science into geography and history lessons. Pupils learned how different methods of communication have developed throughout history.
In this activity, pupils played the roles of castaways on a deserted island who needed to call for help.
Problem/Challenges
The project encountered several challenges:
- Limited experience with coding: Many students were new to coding, and it was their first time using this method. Teachers wanted to develop the ability to read and understand coded information.
- Time limitations: The activity needed to be completed in a short timeframe, requiring students to manage both the learning curve of new methods.
- Forecasting: This activity presented a challenge where students visually programmed simple scenarios or stories, based on their own ideas or those developed with other students. They had to use individual commands and their sequences to control an object on a screen, which required problem-solving, creativity, and teamwork.
- Number of students: There was difficulty in transmitting voice codes in a classroom with a large number of pupils.
Solutions
To address these challenges, the following solutions were implemented:
- Introduction to Tools: Students received a brief introduction to coding and Morse code, learning how to use flashlights to create a sequence of signals.
- Teamwork and Role Distribution: The class was divided into small groups to ensure effective collaboration. Each group applied their learning to send Morse code information.
- Time Management and Milestones: Teachers provided regular check-ins and adjusted timelines to keep the project on track and ensure timely completion.
- Demonstration: The teacher demonstrated the process of encoding and decoding by coding a word chosen by the students and writing it on the board. This helped students understand the practical application of Morse code.
- Repeating the Code: Students coded the name of their favourite fairy tale character and sent it to each other in pairs. This hands-on activity allowed them to practice coding and decoding in a real-world context.
- Teaching Aids: Students used a Morse code map (in the form of a “tree”) and a list of code characters to simplify the learning process. These aids made decoding easier and enhanced students’ understanding.
- Assessment of the Activity: To assess the activity, students drew smiling or sad faces on paper circles based on their experience. This simple feedback helped teachers gauge student engagement.
