Method · DigComp 2.2 · Safety
Learning by making systems.
Project-based, inquiry-based, challenge-based — the original framework, tightened for a high-school timetable and mixed prior knowledge.
Project-based
A complete, working object each week: weather panel, radar, irrigator.
Inquiry
Predict the number, then cover the LDR. Calibrate. Argue with the data.
Challenge
Basic → Challenge on every page so nobody is idle or locked out.
STEM in one table
| Discipline | Where it lives in the labs |
|---|---|
| Physics | Sound, voltage, resistance, capacitance, humidity |
| Electronics | Dividers, relays, actuators, pull-ups |
| Computer science | setup/loop, serial, parsing, events |
| Engineering | Integration, thresholds, prototyping |
| Mathematics | map(), timing, graphs, Ohm’s law |
| Biology / environment | Soil, water, plants, conservation |
| Art | Dashboard composition, radar as graphic design |
DigComp 2.2
| Area | In this course |
|---|---|
| 1 Information & data | Collect, parse, and visualize live sensor streams |
| 2 Communication | Pair roles, gallery walks, hackathon demos |
| 3 Content creation | Arduino sketches and Processing interfaces |
| 4 Safety | Current limits, water vs electronics, 5V vs 3.3V |
| 5 Problem solving | Layered debug: power, wiring, port, parse |
Inclusion
- Progressive tasks so beginners and olympiad kids share a station
- Visual wiring photographs, not only text pin tables
- Peer mentoring built into the wirer / coder / logger rotation
- Invite girls into coder and wirer roles on day one, not by leftover
- Adapt to clubs, camps, hybrid: simulate when hardware is scarce
Reflection prompts
- What was the biggest technical challenge?
- Was the fault in copper, code, or the port?
- How reliable is this measurement?
- What real job uses this pattern?
- What would you add if you had one more period?