Guidebook - Level 11

Teacher Guide - Raspberry Pi Pico Level 11 Copyright © 2026 Author: Erin Goodwin Editors: Lindsey Own and Dana Alkhatib ISBN: 978-981-17737-5-4 Published by: SKOOL21 PTE. LTD. 71 Robinson Road, #14-01, 068895, Singapore First Edition published by SKOOL21 PTE LTD - Singapore, 2024 Second Edition published by SKOOL21 LLC - United States, 2026 No part of this book may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other non-commercial uses permitted by copyright law.

For permissions or inquiries, please contact: Email: info@skool21.org Website: https://skool21.org Address: 600 California St, #13-021, San Francisco, CA 94108, United States

02

Table of Contents S. NO

CONTENT

PAGE NO.

1

PREFACE

O3

2

INTRODUCTION TO THE KIT

04

3

LESSON STRUCTURE

05

4

THE ENGINEERING DESIGN PROCESS

06

5

FOSTERING SOCIAL SKILLS

07

6

MAKERSPACE SETUP

08

7

STEM CLASSROOM MANAGEMENT

09

8

IMPLEMENTATION GUIDE

11

9

STANDARDS ALIGNMENT

15

10

CAMBRIDGE SCIENCE ALIGNMENT

16

11

NGSS ALIGNMENT

18

12

CAMBRIDGE MATHEMATICS ALIGNMENT

19

13

COMMON CORE MATHEMATICS ALIGNMENT

21

14

SCHEME OF WORK

23

15

LESSON PLANS AND ANSWER KEY

26

16

ASSESSMENT GUIDE

72

02

Preface Welcome to the Future of Teaching and Learning!

Thank you for joining us on this exciting journey! The SKOOL21 STEM Innovators series is designed not only to ignite curiosity in students but also to empower teachers to lead meaningful, hands-on STEM learning experiences. Through this series, you will guide young innovators as they explore, design, and solve real-world challenges using science, technology, engineering, and mathematics (STEM).

Building on a Strong Foundation Each level of the SKOOL21 STEM series builds upon the previous one, creating a strong continuum of learning — from simple machines to advanced 3D modeling. Students travel through key technological eras, from the Industrial Revolution to the innovations shaping our future. No matter their starting point, every learner will discover new skills and deeper understanding along the way.

Learning by Doing At SKOOL21, we believe students learn best by doing. Each book comes with a comprehensive STEM kit, enabling students to build, test, and explore concepts through hands-on challenges. As a teacher, you will facilitate engaging projects where students actively create, problem-solve, and apply critical thinking skills — all while having fun.

Making a Real-World Impact

Every project is designed to connect learning to real-world issues, inspired by the Sustainable Development Goals (SDGs). Through these challenges, students see how their ideas can contribute to solving problems like clean water access, renewable energy, and environmental conservation — empowering them to envision a better world.

Teaching Like a Pro The SKOOL21 STEM program aligns with international standards and best practices, ensuring that both teachers and students are developing the collaboration, innovation, and design thinking skills valued in today’s world. You’re not just supporting schoolwork — you’re preparing the next generation of thinkers, leaders, and changemakers.

03

Introduction to the Kit The SKOOL21 STEM Raspberry Pi Pico Learning Kit is a hands-on electronics and coding kit designed for Level 11 students. Paired with the STEM Innovators Handbook, it introduces learners to embedded systems, physical computing, and real-world automation through engaging, project-based learning.

S#

Component

Image

S#

Component

Image

S#

Component

1

Raspberry Pi Pico

11

4x4 Membrane Keypad

21

IR remote

2

Humidity Sensor

12

Photoresistor

22

Fan

3

LCD 128 x 32 DOT

13

8x8 LED Matrix

23

Button

4

M-F Dupont Wires

14

M-M Jumper Wires

24

Ultrasonic Sensor

5

Breadboard

15

Passive Buzzer

25

220 Ohm Resistors

6

USB cable

16

L293D Motor Driver

26

10 kOhm Resistors

7

Pico Prototype Shield

17

Joystick module

27

Servo motor

8

Motion Sensor

18

Flame sensor

28

Tilt switch

9

RGB LED

19

LED pack

29

1-digit tube display

10

F-F wires

20

CR2303 3V battery

30

DC motor

Image

At the heart of the kit is the Raspberry Pi Pico, a compact yet powerful microcontroller powered by the RP2040 dual-core Arm Cortex-M0+ processor.

It enables students to build responsive systems that connect code with realworld hardware.

Technical Features Microcontroller

RP2040 chip designed by Raspberry Pi

Processor

Dual-core Arm Cortex-M0+ @ 133MHz

Programming Languages

Supports MicroPython and C/C++

Memory

264KB SRAM and 2MB Flash memory

GPIO Pins

26 multifunction GPIO pins for input/output tasks

PWM Channels

16 controllable PWM channels for motor and signal control

ADC Channels

3 external ADC inputs plus a + built-in temperature sensor

Communication Interfaces

2× UART, 2× I²C, 2× SPI for sensor and module communication

USB Support

USB 1.1 with drag-and-drop programming via mass storage

Programmable I/O (PIO)

8 PIO state machines for creating custom peripheral support

04

Lesson Structure Each lesson in the handbook follows a structured format to ensure clarity and effective implementation. A sample solution is also found at the end of each lesson. The structure includes:

Lesson objectives NGSS Standards Cambridge Science Standards ISTE Standards Connections Cambridge Math Standards Common Core Math Standards

Define the Problem Students are introduced to the science concept and a related real world problem they are tasked with solving.

Getting Started Every project begins with guided first steps. This helps the student to confidently tackle the challenge with a solid foundation.

Design and Plan Students brainstorm individually, then collaborate with their team to come up with the best design plan.

Build - Test - Improve Students collaborate to build, test, and improve models. Then, they practice giving and receiving constructive feedback.

Math and Science Connection/Reflect Students connect their learning back to the academic objectives and answer guided reflection questions.

05

The Engineering Design Process The Engineering Design Process (EDP) is a systematic approach used by engineers and designers to solve problems and create innovative solutions. It provides a structured framework for developing new products, processes, or systems by following a series of well-defined steps. This process is not only applicable in engineering, but is also widely used in various STEM disciplines to tackle challenges and develop creative solutions.

For students in first grade and above, the typical Engineering Design Process follows multiple iterative steps, including identifying a problem, researching, brainstorming, designing, prototyping, testing, and refining solutions.

This structured approach encourages creativity, critical thinking, and iteration, forming a strong foundation for future STEM learning.

06

Fostering Social Skills STEM activities naturally build key social skills. Teachers can help students practice and strengthen these skills by guiding them during group work, discussions, and project challenges.

Key social skills developed include:

Collaboration

Communication

Encourage students to share ideas and assign roles during group work to build teamwork and respect for different perspectives.

Model clear communication and ask students to explain their thinking and listen carefully to teammates.

Critical Thinking

Problem-Solving

Prompt students to ask "why" and "what if" questions when solving problems or designing solutions.

Challenge students to try different strategies when they face obstacles and praise persistence.

Empathy and Respect

Time Management

Remind students to value everyone's ideas and support peers by using kind, respectful language.

Help teams set mini-deadlines and guide them to break projects into smaller, manageable tasks.

Conflict Resolution

Presentation Skills

Coach students to talk through disagreements calmly and find solutions that everyone can accept.

Give students regular chances to present their work to peers, using clear speaking and supportive feedback.

Reflection

Teamworking

Build reflection into the process by asking students what worked well, what was challenging, and what they would do differently next time.

Celebrate strong teamwork by recognizing when students share leadership, encourage each other, and solve problems together.

Teaching STEM also teaches students how to think, work, and lead. By actively supporting social skills during projects, teachers prepare students not just for academic success, but for future careers and life challenges.

07

Makerspace Setup A makerspace is a creative, hands-on area where students explore STEM concepts through building, experimenting, and solving problems together. This guide is designed for teachers who are new to STEM and looking for clear steps to set up and manage a makerspace.

Space Design: Choose a clean, well-lit space with room to move.

Arrange tables/chairs in clusters of 2–4 students.

Use low, open shelves for easy access to materials.

For 30 students, 750–900 sq ft is recommended (25–30 sq ft per student to allow movement, collaboration, and tool/machine/material use).

Materials Management: Ensure that kits are complete and accessible before each project.

Provide racks or open shelves to organize and store STEM kits for easy access.

Refer to the project instructions in the SKOOL21 book to identify if additional materials (e.g., craft items, recycled objects) are needed—plan ahead and prepare them in advance.

Shared Resources: Provide one STEM kit per small group.

Encourage teamwork by having students co-design and co-build projects.

Safety First: Set simple safety rules and review often.

Supervise all tool use closely.

Keep a first-aid kit in the space.

08

STEM Classroom Management STEM classes are hands-on, highly engaging, and often noisy—that’s a good thing! But without clear routines and structures, they can quickly become chaotic. A well-managed makerspace allows students to explore and innovate safely, responsibly, and collaboratively.

STEM Class Session Routine Set a clear and consistent structure to each session so students know what to expect and stay focused: 90-minute project (Grade 3 to Grade 12) 45-minute project ( Pre-K to Grade 2)

W

C

In t

Up

n lea s

ar

ro

m

-U

p/ 5– du c 8 3– t 5 mmins ion ins

in 5 m ins 3m 2–

Define the Problem

Reflection

5 mins 2–3 mins

5–7 mins 3–5 mins

Measure Your Success

Math & Science

5–7 mins 3–5 mins

7–10 mins 5 mins

Share & Improve

7–8 mins 3–5 mins

Getting Started

Bu

i

30 ld & – T 15– 35 m est 18 ins mi ns

ll Cha

en g

e

ins 5 m ins m 3–5

09

10 mins 5–7 mins

Space Organization: Assign specific work zones: Build Area, Supply Rack, Quiet Zone, Cleanup Station.

Provide racks or open shelves to store kits neatly and accessibly.

Keep a project material checklist to make sure kits are complete before starting.

Tool and Materials Rules: Use tools with care – no playing or misusing materials.

Return everything to its labeled place.

Ask before taking extra supplies.

Hands to yourself—respect others’ creations and space.

Only one group member (Material Manager) may collect materials at a time.

Group Management with Team Roles Group work can be messy without structure. SKOOL21 encourages student collaboration, so rotating roles helps balance responsibility and ensure active participation: Leader

Keeps team on task, tracks time, encourages collaboration.

Material Manager

Collects kits/materials from the teacher, ensures supplies are returned post-build.

Reporter

Shares outcomes, challenges, and solutions with the class.

Testing Supervisor

Evaluates the model, gives feedback, suggests changes.

10

Hybrid Approach (Blending All Models) In practice, many schools use a mix of models. A hybrid approach might integrate simple STEM tasks into regular lessons and also offer a dedicated STEM lab plus an after-school club. This way, every student gets some STEM exposure and those who love it can dive deeper.

When to integrate: Use curriculum-linked projects during core classes. For example, in a Grade 4 math class you might use a SKOOL21 project on gears to teach ratios, or in science class students might build a model ecosystem. Smaller or single-session activities fit well here.

When to do stand-alone: Reserve longer, open-ended projects for STEM class or the makerspace. Complex engineering challenges (robot design, 3D modeling, advanced coding) need longer blocks, so these suit a 90-min STEM period or series of lab sessions.

When to use clubs: Offer students a space for exploration that doesn’t fit the curriculum or timeline. These projects can be driven by student interest and can span several weeks without pressure to “cover the curriculum.”

Using a hybrid plan ensures flexibility. Teachers can adapt: if a semester is heavy with testing, lean on after-school clubs for enrichment; when covering standards, weave STEM into lessons. Always check that even free-form projects still touch academic goals.

(Note: SKOOL21 projects are already aligned to NGSS and Common Core standards, Cambridge Mathematics and Cambridge Science, so whether standards​ integrated or stand-alone, they support learning objectives.)

14

Lesson Plans and Answer key

26

Project 1: Botanical Sensor Lesson Plan Duration: 90 minutes

Learning Objectives

At the end of the lesson, the learners will: Build a working temperature and humidity sensor setup.

Write and run Python code to display temperature and humidity values on an LCD. Apply mathematical formulas to convert Celsius to Fahrenheit and vice versa.

Reflect on how environmental monitoring contributes to sustainable agriculture.

Materials

Raspberry Pi Pico Kit

Computer

Cardboard

Art Supplies

Tape

Projector

STEM book

Glue Gun

Vocabulary Meaning

Word Xylem

A vascular tissue that transports water throughout a plant.

Stomata

Plant pores.

Transpire

To lose water vapor through the stomata.

Sensor

An electrical component that measures and reports a value.

Preparation (Teacher To-Do Before Class) Log in to all laptops. Open the Python IDE you use for Raspberry Pi Pico (Thonny) and sign in to each laptop on a different group account. Leave the IDE open to a blank script.

Flash and test one Pico per group: install/verify MicroPython, confirm the USB serial port appears, and run a simple “blink” script to check connections.

Prepare the class materials Preload starter files/libraries on each laptop and create a project folder for saving code.

Set up and test one sample working Raspberry Pi Pico demo (Pico + sensor/LED) for projection to the class.

Check the projector/speakers, ensure all laptops have internet (for docs) and local copies of datasheets, and verify you can transfer files to Picos on each machine.

Learning Activities (Session 1) Introduction 1. Read the Introduction aloud or assign a student to read it.

2. Ask students to share their prior knowledge about plant growth and environmental monitoring.

3. Discuss why temperature and humidity are important in greenhouses.

27

Define the Problem 1. Read the Problem Statement: "Zara wants to develop a temperature and humidity meter to ensure her greenhouse maintains the optimal conditions needed for ideal plant growth."

2. Ask students: a. What is the problem? (Maintaining optimal plant conditions) b. Who is the client? (Zara, a greenhouse grower) c. Define the project goals: d. Build a working sensor setup. e. Display temperature and humidity on the LCD.

Design and Plan 1. Have students brainstorm how to integrate the LCD into their design for better visualisation.

2. Ask students to sketch their design and label connections, ensuring clarity for the build phase.

Getting Started Wire 1. Guide students to correctly insert the Raspberry Pi Pico into the breadboard and locate the GND, 3V3, and GP16 pins.

2. Direct students to connect the DHT11 sensor to the appropriate pins on the Raspberry Pi Pico: Signal (S) to GP16, Voltage (V) to 3V3, and Ground (G) to GND. Code 1. Instruct students to open Thonny IDE, navigate to Project_1a_Temperature_and_Humidity_Print.py, and upload it to the Pico.

2. Ask students to run the code and observe the temperature and humidity readings printed in the console. Provide troubleshooting support as needed.

Share 1. Allow groups to share their progress with another group, and look for similarities and differences in how they are creating so far, recognizing that they are not yet finished.

End of Session 1

Learning Activities (Session 2) Challenge 1. Prompt students to modify the time.sleep() value to print the readings at different intervals (e.g., every second, every hour).

2. Discuss how sensor readings at specific intervals help monitor greenhouse conditions effectively.

28

Build & Test 1. Guide students to wire the LCD to the Raspberry Pi Pico, connecting SCL, SDA, V, and G pins appropriately.

2. Instruct students to upload lcd128_32.py and lcd128_32_fonts.py, then run Project_1b_Temperature_and_Humidity_Meter.py to display readings on the LCD. 3. Direct students to test their setup by checking if the correct values are displayed on the LCD. 4. Encourage students to evaluate whether the current greenhouse conditions are suitable for plant growth and suggest adjustments if necessary.

Share & Improve 1. Pair groups and have them share their projects, discussing design challenges and solutions.

2. Ask students to improve their designs based on feedback or create an alternative design to achieve the same functionality.

Math and Science Connection 1. Assign students to convert temperature values between Celsius and Fahrenheit using the formula F=(C × 1.8) + 32 2. Challenge students to graph the relationship between Celsius and Fahrenheit values, highlighting the linear correlation.

Reflection 1. Discuss how environmental monitoring supports Sustainable Development Goal 15: Life on Land.

2. Encourage students to write how their sensor project could help reduce environmental impact in agriculture.

End of Session 2

Answer Key Math and Science Connection (can be assigned homework as well) Question #

Answer key

1

If Zara wants readings every hour, time.sleep() should be set to 3600 seconds.

2

If humidity is below 80%, Zara can increase humidity by watering plants or adding a humidifier to the greenhouse.

3

To use GP17 instead of GP16, update the code line dht_pin = machine.Pin(16) to dht_pin = machine.Pin(17).

4

Conversion examples: - 22℃ = 71.6℉ - 50℉ = 10℃

29

Project 2: Predator Detector Lesson Plan Duration: 90 minutes

Learning Objectives

At the end of the lesson, the learners will: Build a predator detector using a PIR motion sensor and RGB LED. Write Python code to control the RGB LED based on PIR sensor readings.

Analyze predator-prey relationships to understand survival traits.

Solve mathematical problems related to predator detection frequencies.

Materials

Raspberry Pi Pico Kit

Computer

Cardboard

Art Supplies

Tape

Projector

STEM book

Glue Gun

Vocabulary Meaning

Word Natural selection

Survival of the fittest.

PIR

Passive Infrared Sensor which detects motion.

Input

A component that provides information, e.g., a sensor.

Output

A component that indicates the result of the input, e.g., an LED.

Preparation (Teacher To-Do Before Class) Log in to all laptops. Open the Python IDE you use for Raspberry Pi Pico (Thonny) and sign in to each laptop on a different group account. Leave the IDE open to a blank script.

Flash and test one Pico per group: install/verify MicroPython, confirm the USB serial port appears, and run a simple “blink” script to check connections.

Prepare the class materials Preload starter files/libraries on each laptop and create a project folder for saving code.

Set up and test one sample working Raspberry Pi Pico demo (Pico + sensor/LED) for projection to the class.

Check the projector/speakers, ensure all laptops have internet (for docs) and local copies of datasheets, and verify you can transfer files to Picos on each machine.

Learning Activities (Session 1) Introduction 1. Read the introduction aloud or ask a student to read it.

2. Discuss how predators and prey adapt for survival using examples of predator-prey dynamics.

3. Highlight the role of technology in studying animal behavior and biodiversity conservation.

30

Define the Problem 1. Read the problem statement: "Arshad and Malik want to create a predator detector to test if certain species will survive better in the wild."

2. Ask the students: a. What is the problem? (Testing species' ability to avoid predators) b. Who is the client? (Arshad and Malik, researchers studying wildlife) 3. Define the project goals: a. Detect motion using a PIR sensor. b. Change RGB LED colour based on PIR sensor inputs.

Design and Plan 1. Encourage students to brainstorm ideas for enhancing the detector, such as integrating sound output for detection.

2. Have them sketch their design, labelling connections for clarity.

Getting Started Wire 1. Guide students to place the Raspberry Pi Pico facedown into the prototype shield.

2. Instruct them to connect the PIR motion sensor wires to the appropriate pins: a. Signal (S) to GP2 b. Voltage (V) to 3V3 c. Ground (G) to GND Code 1. Direct students to open the file Project_2a_Predator_Detector.py in Thonny.

2. Ask them to run the code and test the PIR sensor by waving their hand to trigger motion detection.

Share 1. Allow groups to share their progress with another group, and look for similarities and differences in how they are creating so far, recognizing that they are not yet finished.

End of Session 1

Learning Activities (Session 2) Challenge 1. Prompt students to modify the code to make the RGB LED blink faster when detecting motion.

2. Ask them to explain how modifying code can help better simulate predator-prey scenarios.

31

Build & Test 1. 1. Guide students to connect the RGB LED to the Pico Prototype Shield: a. Long leg to GND pin b. Other legs to GP3, GP4, and GP5 for red, green, and blue colors.

2. Instruct them to upload Project_2b_Predator_Detector_RGB_LED.py and test the RGB LED behavior with PIR sensor inputs.

Share & Improve 1. Direct students to test their detector by simulating predator motion.

2. Evaluate if the RGB LED changes colors accurately based on the PIR sensor's readings.

3. Pair groups and have them share their designs and test results.

4. Ask students to improve their design based on peer feedback or create an alternative mechanism for motion detection.

Math and Science Connection 1. Assign students to solve the evaluation problems related to predator detection frequencies and exponential functions.

2. Discuss how mathematics helps model real-world scenarios in wildlife conservation.

Reflection 1. Discuss the role of predator detectors in biodiversity conservation and achieving Sustainable Development Goal 15: Life on Land.

2. Encourage students to write a short reflection on how technology can mitigate humanwildlife conflicts.

End of Session 2

Answer Key Math and Science Connection (can be assigned homework as well) Question #

Answer key

1

House cats trigger the alarm at a×0.25a \times 0.25.

2

If house cats trigger the alarm 10 times, coyotes would trigger it 10×3=3010 \times 3 = 30 times.

3

Coyotes possess traits such as enhanced speed, agility, and heightened senses, which are evolutionary advantages for survival.

4

Exponential function: n(t) = 5 * 2^(0.5 * t) At 4 hours past midnight: n(4) = 5 * 2^2 = 20 At 8 hours past midnight: n(8) = 5 * 2^4 = 80

5

40 triggers: Solve 5 * 2^(0.5 * t) = 40 t=6 hours past midnight.

32

Project 3: Nutrition Tracker Lesson Plan Duration: 90 minutes

Learning Objectives

At the end of the lesson, the learners will: Build a nutrition tracking system using a keypad and LCD display.

Write and run Python code to calculate and display nutritional values.

Apply mathematical concepts to solve real-life nutritional problems.

Reflect on the role of nutrition in maintaining overall health and well-being.

Materials

Raspberry Pi Pico Kit

Computer

Cardboard

Art Supplies

Tape

Projector

STEM book

Glue Gun

Vocabulary Meaning

Word Calorie Proteins Fats

A unit for food energy equivalent to the heat needed to raise the temperature of 1 g of water by 1 °C. Molecules of amino acids which the body uses to build and repair muscles and bones.

Molecules of fatty acids which provide energy when burned and are stored in fat cells in the body to be used when needed.

Preparation (Teacher To-Do Before Class) Log in to all laptops. Open the Python IDE you use for Raspberry Pi Pico (Thonny) and sign in to each laptop on a different group account. Leave the IDE open to a blank script.

Flash and test one Pico per group: install/verify MicroPython, confirm the USB serial port appears, and run a simple “blink” script to check connections.

Prepare the class materials Preload starter files/libraries on each laptop and create a project folder for saving code.

Set up and test one sample working Raspberry Pi Pico demo (Pico + sensor/LED) for projection to the class.

Check the projector/speakers, ensure all laptops have internet (for docs) and local copies of datasheets, and verify you can transfer files to Picos on each machine.

Learning Activities (Session 1) Introduction 1. Read the Introduction aloud or assign a student to read it.

2. Ask students: a. Why is tracking food intake important? b. How does understanding nutrition help us make healthier choices?

3. Discuss real-life applications of nutrition tracking systems, such as fitness apps or diet plans.

33

Define the Problem 1. Read the Problem Statement: "Fazal and Dalia want to ensure they are eating adequate amounts of protein, carbohydrates, and healthy fats each day. Can you help them create a nutrition tracking system?"

2. Ask the students: a. What is the problem? (Tracking daily nutritional intake accurately.) b. Who is the client? (Fazal and Dalia.)

3. Define the project goals: a. Build a system to track nutrient intake. b. Display the nutritional breakdown on an LCD. Design and Plan 1. Have students sketch their designs, ensuring all components are labeled and connections are clear.

2. Discuss ways to make the system user-friendly for different types of users.

Getting Started Wire 1. Guide students to connect the keypad pins to the following Raspberry Pi Pico ports using M-F Dupont wires: 26, 22, 10, 11, 19, 18, 17, 16.

2. Ensure the LCD is connected as follows: a. SCL -> GP21 b. SDA -> GP20 c. V -> VBUS, G -> GND. Code 1. Instruct students to open Thonny IDE and upload Project_3a_Nutrition_Tracker_Keypad.py to the Raspberry Pi Pico.

2. Run the code to ensure the keypad values are correctly printed in the shell.

3. Guide students to upload Project_3b_Nutrition_Tracker_Display.py and verify that nutritional data appears on the LCD display.

Share 1. Allow groups to share their progress with another group, and look for similarities and differences in how they are creating so far, recognizing that they are not yet finished.

End of Session 1

Learning Activities (Session 2) Challenge 1. Ask students to modify the code to track carbohydrates instead of proteins.

2. Encourage them to discuss how tracking specific nutrients can support different dietary goals (e.g., low-carb diets).

34

Share & Improve 1. Guide students to complete the wiring and coding process.

2. Test the system to ensure it calculates and displays nutritional values accurately.

3. Direct students to input different meal data and verify the system’s calculations.

4. Encourage them to evaluate the system’s effectiveness and suggest improvements.

5. Pair groups to share their designs and discuss challenges faced.

6. Propose alternative designs or features to enhance the system’s functionality.

Math and Science Connection 1. Assign students to calculate the permutations of possible meal combinations using the provided options for breakfast, lunch, and dinner.

2. Discuss how these mathematical concepts apply to creating diverse meal plans.

Reflection 1. Discuss the impact of nutrition tracking systems on overall health and well-being.

2. Encourage students to write about how such systems can promote healthier communities and support Sustainable Development Goal 3: Good Health and Well-being.

End of Session 2

Answer Key Math and Science Connection (can be assigned homework as well) Question #

Answer key

1

To modify the code to track carbohydrates, change the display text in Project_3b_Nutrition_Tracker_Display.py.

2

If a student consumes 60 g of protein per day and their recommended intake is 100 g, the LCD should display: "Still need: 40 g."

3

The permutations for three meals with two options each are.

4

A nutritionist designed meal plans with four options each for breakfast, lunch, and dinner: Calculate the total permutations: .

If the order of meals can vary, calculate the combinations for three meals

35

Project 4: Adaptive Brightness Lesson Plan Duration: 90 minutes

Learning Objectives

At the end of the lesson, the learners will: Build a working adaptive brightness system using a light sensor.

Write and run Python code to adjust brightness levels based on ambient light.

Model the relationship between light intensity and photosynthesis using mathematical principles.

Reflect on the importance of adaptive brightness technology in energy conservation.

Materials

Raspberry Pi Pico Kit

Computer

Cardboard

Art Supplies

Tape

Projector

STEM book

Glue Gun

Vocabulary Word

Meaning

Photosynthesis

The process by which plants convert light energy into chemical energy.

Chloroplast

The part of the plant cell where photosynthesis occurs.

Photons

Particles of light that carry energy.

Sensor

A device that detects or measures a physical property and records or responds to it.

Preparation (Teacher To-Do Before Class) Log in to all laptops. Open the Python IDE you use for Raspberry Pi Pico (Thonny) and sign in to each laptop on a different group account. Leave the IDE open to a blank script.

Flash and test one Pico per group: install/verify MicroPython, confirm the USB serial port appears, and run a simple “blink” script to check connections.

Prepare the class materials Preload starter files/libraries on each laptop and create a project folder for saving code.

Set up and test one sample working Raspberry Pi Pico demo (Pico + sensor/LED) for projection to the class.

Check the projector/speakers, ensure all laptops have internet (for docs) and local copies of datasheets, and verify you can transfer files to Picos on each machine.

Learning Activities (Session 1) Introduction 1. Discuss the concept of adaptive brightness and its applications in daily life.

2. Explain the science behind photosynthesis and its connection to energy conversion in technology.

36

Define the Problem 1. Introduce the task: “Develop an adaptive brightness system using a photoresistor sensor that adjusts brightness levels based on ambient light.”

2. Define project goals and expected outcomes.

Design and Plan 1. Allow students to brainstorm potential improvements to their adaptive brightness system, such as adding a user interface or making the system more efficient.

Getting Started Wire 1. Guide students to connect the Raspberry Pi Pico to the photoresistor and LED on a breadboard.

2. Ensure proper placement of resistors and wires to complete the circuit.

Code 1. Instruct students to open Thonny IDE and upload Project_3a_Nutrition_Tracker_Keypad.py to the Raspberry Pi Pico.

Share 1. Allow groups to share their progress with another group, and look for similarities and differences in how they are creating so far, recognizing that they are not yet finished.

End of Session 1

Learning Activities (Session 2) Challenge 1. Ask students to modify the code to change the brightness dynamically based on various ambient lighting scenarios.

Build & Test 1. Guide students to implement their improved designs and test the updated system.

2. Test the system under different lighting conditions.

3. Evaluate the system’s responsiveness and efficiency.

Share & Improve 1. Share project outcomes with peers.

2. Discuss challenges and propose potential improvements.

37

Math and Science Connection 1. Explore the relationship between light intensity and LED brightness through mathematical modelling.

2. Use trigonometry to simulate light behaviour throughout the day.

Reflection 1. Reflect on the impact of adaptive brightness technology on energy conservation and its potential applications in real-world scenarios.

End of Session 2

Answer Key Math and Science Connection (can be assigned homework as well) Question #

Answer key

1

Explain the physics behind photoresistor functionality and its use in controlling LED brightness.

2

Use mathematical equations to model the relationship between light intensity and resistance.

3

Discuss the societal benefits of adaptive brightness technology.

4

Apply the concept of complex numbers to analyze the electrical circuit.

5

Calculate the impedance and LED intensity using given mathematical formulas.

38