uc

UNIVERSITY OF
CANTABRIA

Faculty of Education

MASTER'S DEGREE IN SECONDARY EDUCATION TEACHER TRAINING

Developing experiments using

Arduino robotics in the Physics subject of 2nd year of
Baccalaureate

Conducting experiments using Arduino robotics in

thesubject of Physics in the 2nd year of Baccalaureate

Student: Maria Santamarta del Rivero

Specialty: Physics, Chemistry and Technology
Director: Jose Angel Mier Maza
Academic year: 2020/21
Date: June 15, 2021

Approval of the Author's signature

director

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Developing experiments using Arduino robotics in the Physics subject of 2nd year of Baccalaureate
Master's Degree in Secondary School Teacher Training. UC.

SUMMARY

Physics is a discipline with a markedly experimental character and, as such, this

part of experimentation should be introduced into the teaching of the subject of
Physics in secondary education centers. It is an increasingly widespread trend to
carry out physics experiments using new technologies, which bring renewal and
freshness to traditional experiments. Specifically, the use of educational robotics
in experimentation provides dynamism to the class, motivation among students
and helps to understand concepts and establish relationships between everyday
life and physical phenomena. In addition, it encourages the development of
students' computational and critical thinking.

The objective of this work is to make a didactic proposal to implement the use of
educational robotics in experiments in the Physics subject of the 2nd year of
Baccalaureate. In particular, the Arduino platform will be used because it is
flexible, economical, easy to use and offers multiple possibilities for
experimentation in the different fields of Physics. This work presents three
practices in which students will carry out an assembly of an electronic circuit and
block programming to later carry out an experiment related to Physics.

Keywords: educational robotics, physics, Arduino, experimentation.

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Developing experiments using Arduino robotics in the Physics subject of 2nd year of Baccalaureate
Master's Degree in Secondary School Teacher Training. UC.

ABSTRACT

Physics is a discipline with a markedly experimental character and, as such, this

part of experimentation should be introduced in the teaching of the subject of
Physics in secondary schools. It is an increasingly popular trend to carry out
physics experiments using new technologies, which bring renewal and
freshness to traditional experiments. In particular, the use of educational
robotics in experimentation provides dynamism to the classroom, motivation
among students and helps to understand concepts and establish relationships
between everyday life and physical phenomena. In addition, it favors the
development of computational and critical thinking among students.

The aim of this work is to make a didactic proposal to implement the use of
educational robotics in experiments of the Physics subject of the 2nd year of
Baccalaureate. In particular, the Arduino platform will be used as it is flexible,
inexpensive, easy to handle and offers multiple possibilities for experimentation
in different fields of Physics. In this work three practices are presented in which
students will carry out an assembly of an electronic circuit and a block
programming to subsequently perform an experiment related to Physics.

Key words: educational robotics, physics, Arduino, experimentation.

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Developing experiments using Arduino robotics in the Physics subject of 2nd year of Baccalaureate
Master's Degree in Secondary School Teacher Training. UC.

Table of contents

uc........................................................................................................................................1
Table of contents.............................................................................................................5
1. Introduction and justification...............................................................................5
2. Theoretical framework.........................................................................................7
2.1. Robotics in education...................................................................................7
2.2. Introduction to Arduino................................................................................9
2.3. Experiences of using Arduino as an experimental resource in Physics.....13
2.4. Relationship with the Baccalaureate curriculum........................................16
3. Goals..................................................................................................................19
4. Didactic proposal...............................................................................................20
4.1. Contents......................................................................................................20
4.2. Development of key competences..............................................................22
4.3. Teaching materials and resources...............................................................24
4.4. Methodology and timing............................................................................26
4.5. Introductory session....................................................................................30
4.6. Internships..................................................................................................32
5. Conclusions....................................................................................................40
6. Bibliography / Webography...........................................................................41
7. Annexes.............................................................................................................46
7.1. Arduino Blocks Programming Practice 1: Measuring Gravity with a
Pendulum...................................................................................................................46
7.2. Arduino Blocks Programming Practice 2: Color Thermometer.................47
7.3. Arduino Blocks Programming Practice 3: Object Detection Radar...........48
1.1.

1. Introduction and justification

Physics is an extraordinarily broad scientific discipline that explains

numerous phenomena. It is closely related to mathematics and logical thinking.
It is a difficult task for a teacher to explain physics to his students, since it is
often difficult to relate so much abstraction with something taken from the world
we know. If we analyze the subject of Physics in the second year of
Baccalaureate, we see that it covers a very broad spectrum of knowledge, most
of which is new to the student. Teaching physical processes involves a
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Developing experiments using Arduino robotics in the Physics subject of 2nd year of Baccalaureate
Master's Degree in Secondary School Teacher Training. UC.

theoretical explanation of the phenomenon and also a practical part, generally

addressed through problem solving. However, the essence of physics itself is
often lost, which is to explain the phenomena that surround us, which are part of
our daily lives. Traditionally, students focus on memorization and do not
associate physical concepts with technology and real life (Petry et al., 2016). It is
not enough for students to acquire conceptual knowledge of physical principles,
but they must also acquire the ability to interpret the data obtained, to design
experiments to verify hypotheses, to solve complex problems and to work in
teams (Karelina and Etkina, 2007). The correct understanding of Physics takes
on special importance due to its great social and cultural component, since this
discipline has always been closely related to the development of humanity. That
is why Physics should not only be linked to its most theoretical or mathematical
part.

Therefore, for student learning to be fruitful, it is advisable to carry out

practical experiences in the classroom. Experimentation is the foundation of the
scientific method and should be instilled in students as such. Apart from
traditional experiments, this can be achieved with the help of new information
and communication technologies (ICT), which are a great ally for practical
activities related to physics (Gil, 2015). Specifically, educational robotics can be
used as a tool to develop the knowledge contained in the Physics curriculum in
the second year of high school and at the same time work on skills and abilities
such as computational thinking, scientific experimentation and cooperative
learning. As Roig-Vila and Moreno-Isac (2020) mention, computational thinking
“is based on trying to implement some of the basic concepts of computer
science to try to solve everyday problems, design home systems and perform
routine tasks” (p. 3). Thanks to these tools, the scientific method can be applied
while developing other skills. Computational tools provide opportunities for
analysis and debate, which are essential for effective teaching (Petry et al.,
2016).

Moreno et al. (2012) state in their work that “educational robotics seeks to
awaken the interest of students by transforming traditional subjects
(Mathematics, Physics, Computer Science) into more attractive and integrative
ones” (p. 78). The current teaching methodology makes science considered as

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Master's Degree in Secondary School Teacher Training. UC.

something abstract and complicated, and the interest of students is diverted

from continuing their higher studies in engineering or science degrees.
Educational robotics takes on the role of a means and not an end, since it is a
tool to understand reality and make it understandable (Barrera Lombana, 2015).
That is to say, using a methodology based on robotics does not necessarily
mean that the objective is to learn to program, but rather to develop abstract
thinking that does not necessarily have to be related to electronic devices (Roig-
Vila and Moreno-Isac, 2020).

The purpose of this paper is to present a proposal for carrying out

experimental practices using robotic tools, planned for the end of several
teaching units of the Physics subject curriculum for 2nd year of Baccalaureate.
In the Gravitational Interaction and Waves blocks, experiments related to the
content learned in these will be carried out, which will include the assembly of
the instruments, the programming of the electronic devices, the performance of
the experiment and the answering of questions that relate the experiment and
the concepts and physical theories previously studied.

2. Theoretical framework

2.1. Robotics in education

Robotics as an educational tool emerged in the 1960s, thanks to a group

of researchers from the Massachusetts Institute of Technology's Environmental
Laboratory. They established an agreement with the LEGO company and
developed technological devices that allowed children to program them and use
them to interact with the environment. Then LEGO/Logo emerged, a mix
between traditional construction pieces and programming elements that were
run from a computer (HiSoUR Art Culture History, 2018).

It was in the mid-nineties when the robotics offer in universities and

schools was expanded, using different robotics platforms, and this educational
method began to gain popularity (López Ramírez and Andrade, 2013). Since
then, the educational robotics industry has been transformed and has grown by
leaps and bounds to become a valuable tool in teaching. There are already
several companies that offer robotics kits or programmable robots for children,
teenagers or hobbyists: from LEGO robots to Arduino, mBot or Makeblock
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Developing experiments using Arduino robotics in the Physics subject of 2nd year of Baccalaureate
Master's Degree in Secondary School Teacher Training. UC.

robotics kits.

These robotics kits have become a fundamental part of learning

methodologies, as they can bring situations into the classroom that the
traditional blackboard and textbooks are not able to integrate (Odorico et al.,
2009). Sometimes the main goal to achieve is to learn how to design and build
an autonomous system and then program the robot software. However, the use
of robotics can be considered a tool, the main objective being to learn other
disciplines (Physics, Chemistry, Biology, etc.) and the secondary objective being
to enter the world of systems construction and programming. This can be
modified depending on what the teacher's intention is. If robotics is the tool and
not the end, the assembly and programming of the code can be more or less
guided. In the case of teaching Physics, the aim is to devote most of the time to
learning it. As Odorico et al. say. (2009), “it is useful to distinguish two types of
learning when using the computer as an instrument: learning from the computer
and learning with the computer” (p. 2).

Educational robotics is used in the education model known as STEAM

(the acronym for Science, Technology, Engineering, Art and Mathematics),
which “offers an integrated interdisciplinary approach connected to the real world
and aimed at problem solving” (Cilleruelo and Zubiaga, 2014, p. 2). This model
emerged in 2006, and since then more and more educational centers are
adhering to this methodology to strengthen students' scientific knowledge and
carry out activities that involve using disciplines related to science (Sierra et al.,
2019), as is the case of robotics in the classroom. Mainly, it aims to promote
scientific-mathematical skills, sometimes linked to digital skills by integrating
software and hardware in carrying out practices (Diego-Mantecón et al., 2021).

This educational tool constitutes a dynamic learning mode, in which the

student explores, assumes responsibilities, asks questions, builds and thinks
critically. The skills that are developed through the use of educational robotics
are such as decision-making, building reasoned and scientific explanations, and
cooperative work (López Ramírez and Andrade, 2013). In addition, the subject
matter taught becomes interesting and motivating for students by using a novel,
highly visual methodology that can be “tinkered with,” which stimulates students’
curiosity.

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Master's Degree in Secondary School Teacher Training. UC.

In addition to classroom work, educational robotics offers students the

opportunity to experiment independently at home, either by carrying out
simulations or by programming or designing experiments or control systems with
their own electronic components. This can also be very useful for their higher
education after compulsory education (Martín-Ramos et al., 2016).

2.2. Introduction to Arduino

The key tool proposed in this work is Arduino, which is a low-cost, open-
source electronic prototyping platform that allows the creation of interactive
objects and environments. As described on their website, “Arduino was born as
a simple tool for creating rapid prototypes, aimed at students without previous
knowledge of electronics and programming” (Arduino, 2018).

Arduino was born in 2003 in Italy, created to address several problems

presented by other microcontrollers, and was presented as an attractive tool for
hobbyists, designers, teachers and students of different educational levels (El-
Abd, 2017). Arduino stands out for the simplicity of its programming. The
Arduino user does not need to acquire a large knowledge base about electronics
and programming before starting to manipulate this platform, since it is very
intuitive and is recommended even for children (Zambrano-de la Torre et al.,
2020). For a student who is not familiar with programming or electronics,
learning the Arduino language will not be hard work, leaving space and time to
put effort into other aspects of the experiment. However, its simplicity is not
daunting for more advanced users, as the platform is flexible enough to appeal
to experts.

Arduino is an open source hardware platform, meaning that the

specifications for Arduino products are publicly available. This allows anyone to
copy the design and build a board based on the Arduino one. The fact that the
software is also free allows you to download programs for a wide variety of
systems and also gives you the opportunity to modify, improve or expand the
parts that are most convenient, depending on the programmer's intention. It also
allows you to understand and study the Arduino language if your intention is to
understand the software in depth. Arduino programming is compatible with
Windows, Mac OS and Linux.

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Developing experiments using Arduino robotics in the Physics subject of 2nd year of Baccalaureate
Master's Degree in Secondary School Teacher Training. UC.

A very positive aspect to keep in mind is that Arduino is very economical,

compared to other microcontroller platforms on the market. This also applies to
the design and assembly of experiments, since sometimes high-cost laboratory
equipment is not available and Arduino allows the development of low-cost
experiments (Zambrano-de la Torre et al., 2020). Other platforms, such as
LEGO educational robots, are perhaps more attractive to the user, but more
expensive than Arduino kits. If the goal is to use them in a high school
classroom, and you want to supply a large number of students, one of the most
affordable and complete options is Arduino.

As already mentioned, the Arduino platform has both hardware and

software, with simple and adaptable use (Herrador, 2009). Arduino boards are
based on a microcontroller, which is like a small computer inside the board that
is capable of storing instructions passed to it from another computer and
executing them at high speed. Figures 1 and 2 show two of the most commonly
used Arduino boards in educational robotics: the Arduino Mega 2560 and the
Arduino Uno.

The plates have input connections with which they receive data from the
outside through different sensors, which are responsible for detecting physical or
chemical variables and transforming them into electrical impulses. Sensors can
be either digital (push button, switch, etc.) or analog (ultrasonic sensor,
photoresistor, infrared sensor, temperature sensor, etc.). They also have output
connections for the actuators, whose function is to generate an action in the real
world as specified in the programming (for example, LEDs, buzzer, servo motor,
DC motor, speaker, display...). The boards also have ground (GND) and power
(5 and 3.3 V) connections. Figure 3 shows a basic Arduino kit with a number of
standard components. The big advantage is that if an extra specific component
is needed, or one specialized for an uncommon function, it can be obtained
individually on the market.

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Master's Degree in Secondary School Teacher Training. UC.

Figure 1. Arduino Mega 2560 board. Figure 2. Arduino Uno board.

Figure 3. Arduino Uno kit featuring several common components.

The Arduino platform has been gaining popularity over the years, since it
was launched in 2003. More and more educational centers are choosing to
purchase robotics kits due to the wide range of products available and the cost-
effectiveness and functionality of their products. In fact, as El-Abd (2017)
indicates in his work, “the number of publications involving the Arduino platform
has increased considerably during the last years” (p. 82). Figure 4 represents a
bar chart with the number of annual Arduino-related publications at several
engineering education conferences: American Society for Engineering Education
(ASEE), Frontiers in Education (FIE), IEEE Teaching, Assessment, and
Learning for Engineering (TALE), and IEEE Global Engineering Education
Conference (EDUCON) (El-Abd, 2017).

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Developing experiments using Arduino robotics in the Physics subject of 2nd year of Baccalaureate
Master's Degree in Secondary School Teacher Training. UC.

Figure 4. Number of Arduino-related publications at educational engineering

conferences each year. Source: El-Abd, 2017.

This is a compelling reason to choose Arduino as the protagonist of this

educational proposal. In addition, the choice was also made based on my
experience during the internship period at an educational center, since I have
participated and taught the Control Systems and Robotics subject and I am
familiar with this platform and how to work with it.

2.3. Experiences of using Arduino as an experimental

resource in Physics

In my opinion, the main shortcoming of teaching Physics in schools is the

lack of understanding of physical concepts by students. As a former high school
Physics student and a recent graduate in Physics from university, I believe that
there are many phenomena that remain half-understood, with the priority being
to learn the equation that describes a physical law or a conceptual definition
purely by heart. The relationship between the theory present in textbooks and
the world in which we live has to be continuous, so that the student can
rationalize the processes he observes and understand the usefulness of
studying Physics. According to Alegre and Cuetos (2021):

…difficulties may arise in understanding certain physical and chemical

concepts, since, with traditional instruction methods, many students
passively take lecture notes and simply memorize the information and
equations to be applied, but do not analyze the underlying concepts to
fully understand the phenomena. (p. 2)

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Developing experiments using Arduino robotics in the Physics subject of 2nd year of Baccalaureate
Master's Degree in Secondary School Teacher Training. UC.

For these reasons, analogies, examples and experiments in scientific

subjects are essential for the teaching-learning process. This last case, that of
experiments, is what this work attempts to address. Experimentation is a
fundamental pillar for the assumption of physical phenomena. However, there
are times when laboratory equipment is limited in number and cannot be used at
the same time by all students. Or even the instruments are too delicate or
complicated and are used by the teacher, while the students only observe the
effect (Organtini, 2018).

In recent years, a solution has been found for this type of problem. The
trend is to automate experimental stations, which provides flexibility to the
design of the experiment, makes it cheaper and also guarantees that the
conditions of the experiment are practically the same every time it is repeated
(Lesteiro-Tejeda et al., 2017).

Specifically, there are many bibliographic sources that speak of the union
of physics with robotics through the Arduino platform. As already mentioned, the
simplicity, adaptability and low cost of this platform favour the inclusion of
technology in physics laboratories in high schools and even in university
degrees. Alegre and Cuetos (2021) state in their work that “the use of sensor
technology integrated with Arduino can help students understand physical and
chemical changes, relationships between dependent variables, and obtaining
data in real time” (p. 14). The use of Arduino involves observing the environment
when designing and developing the experiment, automatically acquiring data by
the computer and then subsequently analyzing the results, from which a
conclusion is drawn about a certain physical phenomenon. Unlike what can
happen with traditional experiments, the use of this platform implies a great
reduction in the time of recording and processing data, since observing and
taking measurements by hand can sometimes be tedious and slow. The time
saved can be used to delve deeper into certain physical concepts that are more
difficult for students to understand or to carry out a greater number of
experiments. It also allows obtaining experimental results that are closer to the
bibliographic value than those that could be obtained without the automation of
the experiment using the Arduino platform (Domínguez et al., 2019).

Through Arduino, an active and interdisciplinary environment is created,

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Master's Degree in Secondary School Teacher Training. UC.

since mathematical concepts, physical or chemical phenomena, sensors,

electronics and programming are united (Fornaza and Webber, 2014), when
previously the relationship of Physics with other disciplines was limited almost
exclusively to mathematics (Organtini, 2018). Easy-to-assemble and program
electronic components encourage students to apply the scientific method while
developing their critical thinking, problem-solving and reasoning. It is worth
mentioning that another advantage for the development of experimental
practices using this platform is the wide variety of electronic components
available on the market, as this favors the design of experiences that involve
physical phenomena of different kinds: mechanics and dynamics, electricity and
magnetism, optics, waves, thermodynamics... In the case of the Physics subject
in 2nd year of Baccalaureate, the wide range of physical phenomena studied is
favored by this flexibility and variety in Arduino components. For example, the
topic of Waves can be easily related to an ultrasound sensor (Figure 7), that of
Dynamics or Mechanics to an accelerometer (Figure 5), that of Thermodynamics
to a temperature sensor (Figure 6), or the topic of Magnetism to the Hall sensor.

Figure 5. Accelerometer. Figure 6. Temperature sensor. Figure 7. Ultrasonic sensor.

2.4. Relationship with the Baccalaureate curriculum

As previously mentioned, the development of projects using educational

robotics can be applied especially to subjects in the scientific field: Physics,
Chemistry, Biology, Technology, etc. However, educational robotics is also
compatible with social sciences. In fact, it is considered a very useful tool for
interdisciplinary projects in educational centers.

In the case of this work, the use of educational robotics is intended to be

applied to the Physics subject of 2nd year of Baccalaureate, especially to two
different content blocks of this subject. This course was chosen because it is
very complete and innovative in terms of physical concepts and fields of
knowledge in Physics, which allows for the design of several practical
experiences that are different from each other and that explain the theoretical
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Developing experiments using Arduino robotics in the Physics subject of 2nd year of Baccalaureate
Master's Degree in Secondary School Teacher Training. UC.

concepts explained in the classroom.

In addition, this course covers the year prior to the start of a university
degree for most students, so they should be introduced to the world of
experimentation, data analysis and programming, concepts common in
engineering and science-related degrees. Decision-making about your academic
future may be related to how curious, motivating and attractive a subject is for
you and, in this case, the aim is to show students the more experimental and
active side of Physics, as opposed to the lecture style with which many students
associate Physics and other scientific disciplines.

2.4.1. Curricular justification

Next, the adequacy of this proposal will be justified in accordance with the
provisions of Decree 38/2015 of the Official Gazette of Cantabria, dated May 22,
which describes the basic curriculum of Compulsory Secondary Education and
Baccalaureate in the Autonomous Community of Cantabria, specifically in the
section on the subject of Physics in the 2nd year of Baccalaureate.

The following points referring to methodological guidelines and extracted

from this document establish the need for experimentation in the subject of
Physics and to relate it to new technologies. He also talks about the need to
create activities other than the traditional lecture to make the subject attractive to
students.

Table 1. Statements in the Baccalaureate curriculum that relate the subject of Physics
with experimentation and the use of technologies (Decree 38/2015).

The teaching of Physics is based on three fundamental and interconnected

aspects: the introduction of concepts, problem solving and experimental work.

The teaching methodology of this subject must promote the correct development
of the content, which requires generating attractive and motivating scenarios
for the students.

Physics as an experimental science is a human activity that involves processes

of knowledge construction based on observation, reasoning and
experimentation.
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Master's Degree in Secondary School Teacher Training. UC.

It is important to use the laboratories available in secondary education centres,

so that students can achieve certain experimental skills.

The aim is to promote the use of specific methodologies that information and
communication technologies make available to students and teachers.

It is worth mentioning that the use of the Arduino platform (or other
automated systems in its absence) is not explicitly included in the Baccalaureate
curriculum, but it is a tool that is often used in the subjects of Control Systems
and Robotics (3rd ESO) or Technology (4th ESO). This is why many students
may be familiar with this type of platform, which can be helpful to the teacher
and, above all, to their classmates. However, it is a simple and useful tool for
which no prior knowledge is required, since handling both hardware and
software is intuitive and does not detract from the study of physical phenomena.

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Master's Degree in Secondary School Teacher Training. UC.

3. Goals

The objectives that are sought to be met through the proposal of

integrating Arduino robotics in the Physics classroom are the following:

▪ Introduce experimentation into the Physics subject in the second year

of high school, avoiding merely expository classes and highlighting
the importance of the scientific method in experimental sciences such
as Physics.

▪ Relate aspects of daily life with physical phenomena put into practice
and recognize the usefulness of studying Physics.
▪ To introduce students to the use of robotic systems and relate them to
data acquisition and obtaining results on physical magnitudes and
variables.

▪ Stimulate and develop students' critical thinking, logic and

computational thinking, thus promoting problem-solving and decision-
making skills.
▪ Relate the learning of Physics with the use of new
Information and Communication Technologies.

▪ Develop teamwork attitudes, in which the

communication, tolerance and respect.

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Master's Degree in Secondary School Teacher Training. UC.

4. Didactic proposal
In the following section, the elements of the teaching proposal will be
described in detail, which aims to implement experimentation supported by
Arduino robotics for learning the contents of the Physics subject. Specifically,
three experimental example activities are proposed to work on different teaching
units of the subject. The curricular contents that are worked on in each practice
will be specified, as well as the competencies and skills that are strengthened with
the activity, and the materials, methodology and timing of each practice will be
described.

4.1. Contents

The proposal is aimed at three teaching units of the Physics subject,

divided into two different blocks. Table 2 shows the names of the experiments and
the blocks where they are worked on, along with the contents within them, as
indicated by Decree 38/2015 of the Autonomous Community of Cantabria.

Table 2. Relationship between the three experimental practices of the proposal and the
blocks of the Physics subject of 2nd year of Baccalaureate, the contents within these that
it affects and the associated evaluation criteria.
EVALUATION CRITERIA
PRACTICE BLOCK CONTENTS

-Law of Universal -Associate the gravitational field

Gravitation. with the existence of mass and
characterize it by the intensity of
the field and the potential.
Measuring -Gravitational field.
Gravitational -Recognize he character
gravity with a Intensity of the
interaction conservative of the field
pendulum gravitational field.
gravitational due to its
relationship with a central force
and consequently associating a
gravitational potential with it.

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Master's Degree in Secondary School Teacher Training. UC.

- Doppler effect. -Explain and recognize the

- Longitudinal waves: Doppler effect for sound.
sound. -Identify the effects of resonance
in everyday life: noise, vibrations,
-Energy and intensity
etc.
of sound waves.
Sound intensity level. -Recognize certain
Color Noise pollution. technological applications of
thermometer -Technological sound such as ultrasound, radar,
applications of sound. sonar, etc.

Waves

-Electromagnetic -Grasp the

waves. - characteristics and properties of

Electromagnetic the waves

electromagnetic, such as their
spectrum. Energy
wavelength, polarization or
Radar object of a
energy, in everyday phenomena.
detector electromagnetic
-Identify the color of bodies as a
wave.
result of the interaction of light
-Dispersion. He with them.
color.

As can be seen in the table above, the grading criteria seek the
understanding of complex physical phenomena and their relationship to the real
world in which we operate, which is an important goal of the teaching proposal. By
developing automated experiments, students are taught the importance of
studying Physics and its impact on learning how the matter around us works.

4.2. Development of key competences

As in all teaching-learning processes carried out in an educational centre,

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Master's Degree in Secondary School Teacher Training. UC.

there are a series of skills that are worked on, sometimes intrinsically to the
activity carried out and other times including certain nuances to develop the eight
key skills dictated by the guidelines of the European Union. Below we will detail
which parts of this teaching proposal will promote these skills and how.

• Mathematical competence: the logical and arithmetic processes

carried out in programming with Arduino are deeply related to
mathematics. Furthermore, mathematics is linked to physics at all times,
appearing in formulas, calculations and demonstrations, and integrating
variables whose behavior is governed by mathematical equations.

• Basic skills in science and technology: these skills are essential in

the development of this proposal, since the activity involves physical
processes for whose understanding the scientific method must be
applied and its objective is reasoning on the part of the student and an
application to his or her personal life as far as physical processes are
concerned. Technology is used as the main tool, because electronic
circuits are built with the Arduino platform that include sensors,
actuators and other components whose function within the system must
be known. It is also necessary to know the relationship between the
operation of the circuit and the Arduino programming that directs it, that
is, to reason the functions of the software and hardware within the
experiment.

• Digital competence: this competence is mainly worked on with Arduino

and its specific software, since students must acquire basic
programming notions. You can also work with electronic circuit
simulation tools on your computer.

• Learning to learn competence: the search for logical explanations,

reasoning and critical thinking that experiments require make students
develop the learning to learn competence, allowing individuals to find
meaning and explanation in the environment that surrounds them.
Using educational robotics requires analysis and self-assessment by
the student, as there may be cases of experiments with incorrect
assembly or errors in the Arduino code.

• Social and civic skills: teamwork helps to strengthen these skills, as

students develop values such as cooperation, tolerance, respect and
inclusion. In the proposed experiences, the student must argue,

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discuss, debate and listen to his group to achieve optimal results in the
experiment and to draw valid conclusions.

• Sense of initiative and entrepreneurial spirit competence: decision-

making and risk-taking both in groups and individually are closely
related to this competence. It encourages the student to be able to think
and generate new ideas to solve the problems that arise.
• Language skills: This competence is worked on
fundamentally with the learning of specific vocabulary, both that related
to physical concepts being studied, as well as to the world of robotics
and programming. It also develops in the explanation of the experiment,
the results and the physical processes that are involved, since the story
has to be coherent and cohesive when communicating with the rest of
the classmates or the teacher.

• Awareness and Cultural Expressions Competence: Physics

It has a cultural component in itself, since it explains phenomena that
occur in real life and is related to many historical events and discoveries
that depend on culture and people.

After discussing the eight key competencies that are developed and
strengthened with this proposal, a summary has been made of the skills and
processes that are most positively affected during the course of the proposed
experimental practices (Figure 8).

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Figure 8. Skills and processes developed in practices that unite Arduino robotics with
experimental physics.

These skills are related both to the working methodology in this proposal
and to the scientific and technological nature inherent to experimentation in
science.

4.3. Teaching materials and resources

The materials used in the practices have in common the use of the Arduino
platform and its work kit. Specifically, the Arduino Uno board was chosen for
these practices, because it has a great quality-price ratio and because it offers a
wide range of components. Furthermore, its operation is adapted to the
requirements of the experiments to be carried out. This board has 14 digital pins
and 6 analog pins, and is powered by USB connection. Common elements to all
practices include jumper cables, which can be male-male, male-female or female-
female depending on what the experiment requires. Within each practice, the
other components to be used will be specified, since there are specific
components depending on the objective of the experiment that are not repeated in
the others.

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To program the boards, a block programming platform will be used, instead

of using the Arduino language, which is based on the C++ programming
language. This allows students to more easily understand logical processes and
navigate the program by finding the functions and components they need.
Furthermore, if the pure Arduino language were used, more sessions would have
to be spent explaining it in depth, and that is not the objective behind this
proposal. Therefore, the block programming platform chosen is Arduino Blocks,
very popular, complete and easy to understand for inexperienced or beginner
students. You can access its main page through the following link:

http://www.arduinoblocks.com/

Figure 9 shows a simple block programming in the Arduino Blocks

environment. As you can see, it has blocks of different colors to differentiate
functions, components and operators, and its language is very visual and
attractive for the student.

stab reader

born Lee

Motor-Shield

Keypad
RTC clock

Figure 9. Example of block programming in the Arduino Blocks environment.

Since online software will be used, computers with an Internet connection

are required so that students can create the blocks and then enter the program
into the Arduino Uno board. The advantage of this type of robotics platform is that
once the program has been uploaded to the board, it stores and repeats it without
needing to be connected to the software. That is, only one battery is needed for

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the board to work and there is no need to have a computer nearby.

These are the basic materials and resources to be able to carry out the
practices, although in some cases it will be necessary to include instruments that
have nothing to do with electronics to complete the assemblies. However, they will
be everyday objects that are easy to obtain, so that the practices are easy to
design and execute without the need for overly specific or expensive materials.

4.4. Methodology and timing

The teaching activity in this didactic proposal is based on three

fundamental methodological principles, which in summary always seek the
learning of the students in an autonomous and cooperative way, the teacher
acting as a guide and a figure to turn to in case of difficulties, but always trying to
leave the learning in the hands of the students. The three methodological
principles are detailed below:

• Participation in activities: Participation is essential in the classroom,

as it provides constant dynamism to activities and promotes learning.
The teacher-student dialogue, like the student-student dialogue, helps
to resolve doubts and to the emergence of new and interesting
questions and improves the teaching-learning process.

• Motivation for the subject: a motivated student is more involved in his

or her studies, improves his or her academic performance and finds it
easier to overcome the challenges posed by the subject. In Physics it is
important to keep students motivated, as they must feel that the subject
is useful and interesting and not just another subject to pass. To
achieve this, the teacher's positivity, support for the students and the
adaptation of the explanations to the level of each boy or girl are
relevant.

• Experimentation in the classroom: developing experiments in the

classroom is especially important in the scientific-technological field, as
previously mentioned. Experimentation helps to process concepts,
contributes to students' autonomous learning

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• and strengthens decision-making, critical thinking and teamwork skills.

As for the grouping of students, students will work on the experimental
practices in pairs. This has been decided in this way because experimental
practices are usually carried out in groups, since there are times when one
person is needed to do one function and another to do a different one, making it
unfeasible for a single member to be able to manage by themselves. Thinking
about the possible university future, experimental practices in scientific careers
are usually solved in groups of two or three students. In this way, they get used
to sharing tasks and organizing themselves within a group. Furthermore,
considering that the Arduino platform may be unfamiliar territory for many
students, working in pairs favors learning, since mutual help in case of
difficulties or doubts is crucial, instead of having to constantly turn to the teacher
or simply remain in doubt and make mistakes.

It is known that working in a group enhances skills and attitudes such as

communication between equals, respect and tolerance towards colleagues,
debate and decision-making... When you are in a group, you sometimes have to
give in to the opinion or preference of others, argue when making a fundamental
decision about the practice and always be polite and respectful to your partner
so that there is good coordination that guarantees the fulfillment of the
objectives.

Having established the above, the development of the practices will

consist of a basic structure, which is presented in Figure 10.

Assembly of
electronic Development Carrying Question
Explanation out the resolution
of components of experiment
the and programming and
experiment other sharing

Figure 10. Diagram of the structure common to the three proposed practices.

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It can be observed that the first part consists of the explanation of the
experiment and the physical concepts it covers by the teacher, prior to the
beginning of the practice. Next, the experiment is assembled with the Arduino
board and its components, as well as the rest of the non-electronic components
that are needed. For this part, students will be helped by a connection diagram
made with Fritzing (https://fritzing.org/), an electronic design automation
program. Then, programming will be developed in Arduino Blocks, for which they
will have some help, as they will be guided with the blocks they must use in the
code. Once these three tasks are completed, the experiment itself will be carried
out, collecting data if necessary. Finally, students will have to individually answer
a series of questions posed at the end of the practice, and then solve them
together with the teacher and the rest of their classmates.

In terms of the timing of the teaching proposal, it includes approximately

seven sessions of the Physics subject, which in educational centers usually last
50 minutes each. That is, almost six hours in total are devoted to the proposal. It
has been decided that the experimental practices will take up two sessions,
while there will be an introductory session to working with Arduino, both
physically and computationally, which will comprise only one session. However,
this schedule can be modified depending on the group you are working with
(learning level, previous knowledge of programming and/or electronics, number
of students in the classroom, etc.), depending on the time available for the
activity (since you have to stick to a teaching schedule, which you can delay or
advance, and in 2nd year of Baccalaureate it is especially important to keep up
to date) and depending on other causes that may cause the number of sessions
dedicated to these physics experiments with robotics to be reduced or
expanded.

Table 3 shows the distribution and order of the practices, along with the
time in the schedule when they should begin to be developed. The practices
have been ordered chronologically, based on the organization of the contents in
Decree 38/2015 of the Official Gazette of Cantabria. However, if the teaching
program of the subject has been planned in another way, the order can be
changed. The only session that remains unchanged is the Introduction to
Arduino session, as it is the basis for subsequent sessions to develop quickly

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and favorably.

Table 3. Distribution of the 7 sessions of the teaching proposal and the moment of the
programming in which they are to be developed.

Sessions Description Moment

Introduction to Arduino In the sessions prior to the start
1 and
of Practice 1
test practice

Practice 1: Measuring gravity At the end of the Gravitational

2, 3
with a pendulum Interaction block

At the end of the teaching unit

4, 5 Practice 2: Color thermometer of Electromagnetic Spectrum
and Color

Practice 3: Object detection At the end of the teaching unit

6, 7
radar of Longitudinal waves: sound

4.5. Introductory session

As mentioned above, an introductory session on the Arduino platform is

required before starting the practices. In this session, students should become
familiar with the electronic components of the Arduino kit and also with Arduino
Blocks programming (or remember them, if they have worked with Arduino
previously). The session will then be divided into two distinct parts, hardware
and software:

• Arduino Hardware: Students will be introduced to the Arduino Uno kit,

highlighting the Arduino Uno board and the breadboard as essential
components related to all practices. You will be explained the function
of the digital and analog pins, as well as the ground (GND) and
voltage (5 V) pins, and how to connect components to them. It is also
essential to understand the breadboard or protoboard, so that they
learn how the holes are arranged in it and are able to connect
elements in series when making the electronic circuit. A general

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review of the basic components of the kit will be made, and the
components that will be used in future practices will also be briefly
introduced, making a digression on the connections to the board.

• Arduino Blocks Software: Students will need to become familiar with

how Arduino Blocks works, learning the different categories of blocks,
how to connect them, and the physical meaning they acquire once
they finish programming. You will be shown where to find the sensors,
actuators, servo motor or LCD screen. You will also be explained what
the serial port category is and how to get messages on the screen.
Once this has been explained, they will be taught how to upload a
program to the Arduino Uno board.

To reinforce the knowledge acquired in this session, given that it is very

new and can be difficult to digest, it is proposed to carry out a mini-example
practice (taking into account the time available). Two examples of simple
practices would be the traffic light and the parking barrier.

The first consists of connecting three LEDs (red, yellow and green) to the
breadboard and the Arduino board, and programming them so that they turn on
successively as if they were a traffic light. It is a very simple procedure, but it
helps to understand basic blocks such as the loop.

The second practice involves components that will be used later, and
involves connecting an ultrasonic sensor and a servomotor to the Arduino board
and programming it so that, when the ultrasonic sensor detects movement at a
given distance (from a supposed car), the servomotor moves its propeller a
certain angle, waits a few seconds and returns to the original position (by lifting a
barrier). This programming is a little more advanced, as it includes “if” and “else”
conditions, and integrates two different and more complicated components in
terms of connections.

4.6. Internships

This section aims to provide a detailed description of the three practices

proposed in this work. First, the specific objective of the practice will be
presented. A list of the materials needed to carry out the project will then be
made. The procedure will then be described, providing instructions on how to

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build the assembly, how to program the code in Arduino Blocks and, finally, how
to run the experiment.

4.6.1. Practice 1: Measuring gravity with a pendulum

The objective of this experimental practice is to determine the value of the

acceleration of gravity, g, by counting the oscillations of a simple pendulum. The
introduction of the Arduino platform will allow the calculation to be automated,
without having to worry about counting the oscillations “by eye”. The main
protagonist of the practice is the Arduino infrared sensor, which will detect the
movement of the pendulum. This practice is related to the contents of
Gravitational Interaction, since it can discuss concepts such as gravitational
force, acceleration of gravity or potential energy. It can also be associated with
the mechanics and dynamics content studied in the previous year, which allows
for a refresher course on this block that is not taught directly in the 2nd year of
Baccalaureate and for establishing connections with the content studied in the
current year.

Below is a list of the materials needed to perform the experiment. As you

can see, both components from the Arduino Uno kit and non-electronic materials
are used to build the pendulum.

BILL OF MATERIALS
Arduino Uno Board
Jumper Cables
Infrared sensor
i2c LCD display
Protoboard plate
Ball (or other similar object)
Thread or rope
Measuring tape
Support or surface to hang pendulum
Battery holder

The design of the experiment consists of the assembly of a simple

pendulum, built with a ball or any mass that acts as the lower end of the
pendulum, a rope or thread (of known length L) and a support to hang the
pendulum. If you don't have one, you could glue the thread to the end of a chair

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or table. As for the components of the Arduino kit, an infrared sensor (which
detects the passage of the pendulum through a fixed point) and an LCD screen
must be connected to the Arduino Uno board. It is recommended to position the
infrared sensor at the lowest point of the pendulum travel, as indicated in Figure
11. Figure 12 shows the electronic connection diagram, where the infrared
sensor is connected to an analog pin. It is worth mentioning that the LCD screen
connections have not been made because they depend on the screen model
used. The easiest to use is the 2ic, as it has only two pins (SDA and SCL) and
significantly reduces wiring and the difficulty of connections. The Arduino Uno
board must be powered by a battery, a battery holder or directly connected to
the computer's USB port, although the two previous options give more freedom
of movement and are more suited to the objective of this experiment.

Infrared sensor

Figure 11. Diagram of the pendulum arrangement with respect to the infrared sensor.

fritzing

Figure 12. Diagram of the connections of the practice “Measuring gravity with a
pendulum”. Made with Fritzing.

Once the assembly is built, the Arduino programming will be developed.

The objective of this is to obtain the acceleration of gravity g after a specific

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number of oscillations of the pendulum, and for this value to appear on the LCD
screen. What is suggested in this proposal is to calculate the time it takes to
make 10 oscillations, in order to obtain the period T (Aula Aglaia, 2019). Through
the simple pendulum equation we can obtain the acceleration of gravity g:

L L
T = 2n f - = g2772

To write the code in Arduino Blocks, students will be offered a “cloud” of

blocks that they must use (Figure 13), but they will be the ones to decide the
order and logic of the program. This programming is the most complicated of the
three practices, so the teacher will decide if he or she wants to provide more
help in this part of the experience. The complete programming in Arduino Blocks
can be found in Appendix 7.1.

Figure 13. Block cloud that students use as a programming guide in the practice
“Measuring gravity with a pendulum”.

Finally, the students will set the pendulum to oscillate and the Arduino
programming will be executed. The experiment will be repeated five times to
obtain an average value of g. You will be asked to answer the following
questions individually, and then discuss them as a group:

• What average value of the acceleration of gravity did you obtain? Is it

compatible with the known value of g?
• What possible sources of error could there be in the experiment?
• How would you define the acceleration of gravity? Does it have a
constant value on Earth?

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• When dropping two objects from the same height in a vacuum, which
of the two would hit the ground first: the one with the greater or lesser
mass?
• What would happen if we repeated this experiment on the Moon?
Knowing that gravity on the Moon is gL=1.62 m/ , calculate the
s2

oscillation period of your pendulum.

• What causes the pendulum ball to continue swinging and not stop at
its lowest point, due to the force of attraction of the Earth?

4.6.2. Practice 2: Color thermometer

The objective of this practice is to measure the temperature of several

objects of different colors and to verify that there is a relationship between the
color of an entity and its temperature when sunlight falls on it. Using Arduino, a
temperature sensor will be used to capture the temperature of certain objects,
and it will be displayed on the computer screen. This practice is related to the
contents of the Waves block, specifically with the electromagnetic spectrum and
color part. Students are expected to learn that the colour of objects is a
perception and to establish the relationship between colour, wavelength,
frequency and energy in the electromagnetic spectrum.

Below is the list of materials required for the performance of the practice:

BILL OF MATERIALS
Arduino Uno Board
Jumper Cables
NTC temperature sensor
Breadboard
Cans painted in black, white and other colors
Water
Lamp (if there is not enough sunlight)

When building the experimental assembly, the NTC temperature sensor

connections to the Arduino Uno board are first made. It is a very simple
assembly as shown in the diagram in Figure 14. The temperature sensor
connects to an analog pin. The Arduino board must be connected to the
computer's USB port in order to display the temperature values at all times.

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fritzing

Figure 14. Wiring diagram for the “Color thermometer” practice. Made with Fritzing.
Then, programming is done in Arduino Blocks, which is very simple. You
just need to set the temperature sensor to continuously measure the
temperature and the value to be displayed using the serial port. The complete
schedule can be found in Annex 7.2. This is the block cloud that is presented to
them in practice (Figure 15):

Figure 15. Block cloud that students use as a programming guide in the “Color
Thermometer” practice.

Once the components have been assembled and the programming has
been done, the students must use the sensor to determine the temperature of
different objects, especially a series of cans painted in different colours,
including black and white, and filled with water. The cans will be left for a while in
the sun, or under the light of a desk lamp in case it is cloudy. Once sufficient
time has elapsed, the sensor is inserted into the can and the temperature
displayed on the monitor is recorded. This will be repeated for all the cans, and
more than once for each one. In this way, a scale of colors from highest to
lowest temperature can be obtained.

After finishing the experiment, students will be asked to ask the following

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questions:

• Why do we see objects in different colors? What does it mean for an

object to be white? And black?
•Which color has a higher temperature when exposed to sunlight?
Because?
• Could you tell what wavelengths the light is located between?
visible in the electromagnetic spectrum? What is the color with the lowest
frequency? And the one of the highest?

• What types of radiation in the electromagnetic spectrum are harmful to

humans? Why are these harmful and the rest of the radiation not?

4.6.3. Practice 3: Object detection radar

The objective of this practice is to build a radar that acts by rotating an

angle of 180º, detecting objects that are at a distance of less than 20 cm, and
that in response activates a buzzer and displays a message on the LCD screen
as to whether the object is on the right or left. The radar is made up of two
Arduino components: an ultrasound sensor, which sends ultrasonic waves
through a transducer while another transducer is responsible for receiving the
bounced waves, and a servomotor, which is responsible for rotating the
ultrasonic sensor 180º, back and forth, continuously. In this practice, the
contents of the Waves block are worked on, in particular those related to sound
and its technological applications and effects on daily life.

Here we can find a list of the materials needed to carry out this practice:

BILL OF MATERIALS
Arduino Uno Board
Jumper Cables
HC-SR04 Ultrasonic Sensor
Small servo motor
Buzzer
i2c LCD display
Breadboard
Battery holder
Silicone gun / adhesive tape

Figure 16 shows a diagram of the connections of the electronic elements.

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The servo motor, buzzer and ultrasonic sensor are connected to digital pins. The
buzzer does not require connection to the 5V pin. As mentioned in Practice 1,
the LCD screen connections have not been made because they depend on the
screen model. It is recommended to use i2c for its easier connection. The
Arduino Uno board will be powered

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by a battery or a battery holder, which gives freedom of movement to the

experimental assembly.

fritzing

Figure 16. Wiring diagram for the “Radar object detector” practice.
Made with Fritzing.

To allow the ultrasonic sensor to rotate with the servo motor, a glue gun
or some type of adhesive tape will be used to position the ultrasonic sensor on
top of the servo motor propeller. The result should be something like that shown
in Figure 17 (Ayala, 2020).

Figure 17. Photograph of the ultrasonic sensor mounting on top of the servo motor for
the construction of the radar. Source: Ayala, 2020.

Next, block programming is done in Arduino Blocks, which, as always, is

guided by a cloud of blocks that students must use in their code (Figure 18). The
complete schedule is in Annex 7.3.

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Figure 18. Block cloud that students use as a programming guide in the “Object
Detection Radar” practice.

Once the experimental setup and programming are ready, objects must
be positioned in front of the radar, closer or further away, and on both sides of
the sensor. The correct operation of the assembly must then be verified by
checking whether the buzzer beeps at the same time as a message appears on
the LCD screen with the position of the object.

Finally, students will have to answer the following questions on their own,
which will then be resolved in class:

• What are ultrasound waves?

• Explain how you think the ultrasonic sensor in the experiment works.
What can be sources of error in object detection?
• Do you think it would be possible to create a speed detection radar from
the electronic elements of this practice? Explain, in broad terms, how you
would do it.
• What is the Doppler effect? Does it only apply to sound waves?
• Do you know more technological applications of sound? Describes the
operation of machines that take advantage of the properties of sound.

5. Conclusions

The aim of this educational proposal is to reflect the possibilities of

teaching Physics in an original, novel and plural way, since there is a wide
variety of experiments and experiences related to physical phenomena that can
be designed through educational robotics. By moving away from traditional
experiments, in which it is often the teacher who must play the important roles
(due to a shortage of material or difficulty in handling the instruments), the

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student is more involved in his learning, since he is encouraged to reason and

be critical when assembling the circuit and writing the block programming. Using
Arduino as a robotic tool allows students to be in contact with many electronic
components and be able to recognize their functions and their specific use within
a circuit. It is also important for them to become familiar with programming, a
very useful tool for students who are thinking about pursuing a career in science
and technology and even highly sought after in the labour sector.

The three practices presented in this proposal are an example of how to

approach the contents of the Physics curriculum in a different way, with this
approach related to robotics being applicable to many more teaching units in the
subject's programming. This is thanks to the wide range of Arduino components
on the market and the flexibility of its code, as it enables the creation of infinite
experimental practices, of greater or lesser difficulty depending on the age and
level of knowledge they are focused on.

Finally, it should be noted that this is just one of many ways of introducing
new technologies into scientific subjects, just as simulations and animations,
mobile phone apps and gamification in the classroom do. In addition to
improving and complementing student learning, these methods stimulate
technological and computer skills while introducing new teaching and learning
scenarios in the classroom, which students welcome with curiosity and
motivation.

6. Bibliography / Webography

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equipment in secondary and high school Physics and Chemistry practical
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of Science 18(1), 1202.

https://revistas.uca.es/index.php/eureka/article/view/6139/6868

Arduino. (2018, February 5). What is Arduino?

https://www.arduino.cc/en/Guide/Introduction

Aglaia Classroom. (2019, November 30). The simple pendulum. Measuring

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period with Arduino. (Part II).

https://aulaglaia.es/el-pendulo-simple-medir-el-periodo-con-arduino-parte-
ii/

Ayala, D. (2020). Radar Arduino Processing. Arduino Module Projects – Google

Sites.

https://sites.google.com/site/proyectosmoduloarduino/proyectos/radar-
arduino-processinghttps://sites.google.com/site/proyectosmoduloarduino/
proyectos/radar-arduino-processing

Lombana Barrier, N. (2015). Using educational robotics as a teaching strategy in

the classroom. Praxis & Knowledge, 6(11), 215-234.

https://www.redalyc.org/articulo.oa?id=477247215010

Cilleruelo, L. and Zubiaga, A. (2014). An approach to STEAM Education.

Educational practices at the crossroads of art, science and technology.
Psychodidactic Conference, 18th.

https://www.augustozubiaga.com/web/wp-content/uploads/2014/11/
STEM-TO-STEAM.pdf

Decree 38/2015. (2015, May 22). Curriculum of Compulsory Secondary

Education and Baccalaureate in the Autonomous Community of
Cantabria. Official Gazette of Cantabria Extraordinary No. 39.

http://boc.cantabria.es/boces/verAnuncioAction.do?idAnuBlob=287913

Diego-Mantecon, J. M., Blanco, T. F., Ortiz-Laso, Z., and Lavicza, Z. (2021).

STEAM projects in KIKS format for the development of key skills.
Communicate: Scientific Journal of Communication and
Education, 29(66), 33-43.

https://www.revistacomunicar.com/index.php?
contenido=preimpreso&doi=10.3916%2FC66-2021-03&idioma=es

El-Abd, M. (2017). A Review of Embedded Systems Education in the Arduino

Age: Lessons Learned and Future Directions. International Journal of

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Engineering Pedagogy, 7(2), 79-93.

https://www.learntechlib.org/p/207404/

Fornaza, R. & Webber, C.G. (2014). Educational robotics applied to learning in

physics. New Technologies in Education 12(1).

https://seer.ufrgs.br/renote/article/view/50275/31405

Gil, S. (2015). Physics experiments using ICT and low-cost elements. Eureka
Journal on Teaching and Dissemination of Science 12(1), 231-232.

https://rodin.uca.es/xmlui/bitstream/handle/10498/16937/17-
resena_3.pdf?sequence=6

Farrier, R. AND. (2009). Arduino User Guide. University of Cordoba, 13.

http://electroship.com/documentos/Arduino_user_manual_es.pdf

HiSoUR Art Culture History. (2018). Educational robotics.

https://www.hisour.com/es/educational-robotics-
43004/#:~:text=Educational%20robotics%20has%20its%20programming
%20to%20perform%20certain%20actions

Karelina A. & Etkina, E. (2007). Acting like a physicist: Student approach study
to experimental design. Physical Review ST - Physics Education
Research, 3(2), 020106.

https://journals.aps.org/prper/pdf/10.1103/PhysRevSTPER.3.020106

Lesteiro-Tejeda, JA, Hernández-Delfín, D. and Batista-Leyva, AJ (2017).

Automating experiments with Arduino. Cuban Journal of Physics 34(2),
120-124.

http://www.revistacubanadefisica.org/RCFextradata/OldFiles/2017/34_2/
RCF%20No2%202017%20120.pdf

Lopez Ramirez, PA and Andrade, H. (2013). Learning by and with robotics,

some experiences. Education Journal 37(1), 43-63.

https://revistas.ucr.ac.cr/index.php/educacion/article/view/10628/10298

Martín-Ramos, P., Lima da Silva, MM, Joao Lopes, M. & Ramos Silva, M.

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Master's Degree in Secondary School Teacher Training. UC.

(2016). Student2student: Arduino project-based learning. Proceedings of

the Fourth International Conference on Technological Ecosystems for
Enhancing Multiculturality, 79-84.

https://www.researchgate.net/publication/311506099_Student2student_a
rduino_project-based_learning

Moreno, I., Muñoz, L., Serracín, J. R., Quintero, J., Pittí Patiño, K. and Quiel, J.
(2012). Educational robotics, a tool for teaching and learning science and
technology. Journal of Educational Theory: Education and Culture in the
Information Society. 13(2), 74-90.
https://www.redalyc.org/pdf/2010/201024390005.pdf

Odorico, A., Lage, F., and Cataldi, Z. (2009). Robotics education, an integrative
technology. ZC Fernando Lage, Ed.

https://www.academia.edu/download/50516033/45.pdf

Organtini, G. (2018). Arduino as a tool for physics experiments. Journal of

Physics: Conference Series 1076(1), 012026.

https://iopscience.iop.org/article/10.1088/1742-6596/1076/1/012026/pdf

Petry, C., Santana, F., Lohmann, D., Correa, G. & Moura, P. (2016). Project
teaching beyond Physics: Integrating Arduino to the laboratory. 2016 XII

Congress on Technology, Learning and Teaching of Electronics (XII

Technologies Applied to Electronics Teaching Conference) (TAEE),1-6.

https://www.researchgate.net/publication/305908350_Project_teaching_b
eyond_Physics_Integrating_Arduino_to_the_laboratory

Roig-Vila, R. and Moreno-Isac, V. (2020). Computational thinking in education.

Bibliometric and thematic analysis. Grid. Journal of Distance Education,
20(63).

https://revistas.um.es/red/article/view/402621/279891

Sierra, DH, Rojas, J. G., & Garcia, A. R. (2019). Implementing the

steam and abp methodologies in teaching physics using Arduino. UTP
Conference Proceedings: III International Conference on Ambient
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Master's Degree in Secondary School Teacher Training. UC.

Intelligence, Software Engineering and Electronic and Mobile Health, 133-

137.

https://revistas.utp.ac.pa/index.php/memoutp/article/view/2304

Zambrano-de la Torre, M., Guzman-Fernandez, M., Sifuentes-Gallardo, C.,

Manuel, V., Cruz-Dominguez, O., Fraire-Hernandez, M., Perez-Martinez,
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https://dialnet.unirioja.es/servlet/articulo?codigo=7723825

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7. Annexes
7.1. Arduino Blocks Programming Practice 1: Measuring Gravity with a Pendulum

Rrduino Blocks I Search for Projects ▼ Resources and — mariasan98@gmail.com and Log out
projects
(Files
Blocks - Or Information fl Pendulum © > Console -
Upload

Logic Control
Math Text
L loop
Variables Lists
Functions

Entry/Exit
Set urueeu = Elapsed time (milliseconds)
Time Serial Set (901E001 =

Port Bluetooth or if ra--

Sensors
Actuators LCD
Wait KUIil milliseconds
Display OLED
Set your-meii2=
Display Set (mmnd = ()
Memory Motor Set cEa = 0 Set tuai||.¡.»||ff|M - Time Iranscured (milliseconds) in ump
Set [eimvznE = Q Set (255= । _e
Motor-Shield “ feii- .i- KB e feii- AH < dr n «a*

Keypad Clock
RTC GPS SD
LCD Print Column 0th Row «Q»
Card MQTT
(loT) Blynk LCD Print Column ED Row eD Format number
(IoT) LCD Print Column In Row 0m « e »

LCD Print Column •m Row um « O »

LCD Print Column Ehd Row Gl | Format

Number
LCD Print Column gn Row um «c

ArdulnoBlocks - by Juanjo López Legal notice / Privacy policy Store - Innovadidactic

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Developing experiments using Arduino robotics in the Physics subject of 2nd year of Baccalaureate
Master's Degree in Secondary School Teacher Training.
UC.

7.2. Arduino Blocks Programming Practice 2: Color Thermometer

Arduino Blocks Search for projects Projects Resource mariasan98@gmail.com Log out
s

Blocks Or Information (C Files to Thermometer)

Logic Control Math Text
Variables Lists Functions
Entry/Exit

Time Serial Port Bluetooth

Sensors Actuators
LCD Display OLED Display
Memory Motor
Motor-Shield Keypad
RTC GPS Clock
SD card MQTT (loT) Blynk (IoT)

ArduinoBlocks - by Juanjo López Legal

notice / Privacy policy Store -
Innovadidactic

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Developing experiments using Arduino robotics in the Physics subject of 2nd year of Baccalaureate
Master's Degree in Secondary School Teacher Training.
UC.

7.3. Arduino Blocks Programming Practice 3: Object Detection Radar

Rrduino Blocks! Search for Projects and Resources - — marfasan98@gmail.com ▼ Log out
projects

Blocks 0 Information ^C# files new radar

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