Exploring Intelligent Flower Maintenance System

【Core Competencies】

1. Understand sensors based on real-life usage experiences, and be able to list different types of sensors and their application scenarios (Information Awareness).

2. Based on problem analysis, be able to describe algorithms, create flowcharts, and write programs to achieve light control in the intelligent flower maintenance system, truly using programs to solve problems (Computational Thinking).

3. During the problem-solving process, engage in self-directed learning and collaborate in groups to complete innovative design projects in learning tasks, such as more valuable sensing and control systems (Digital Learning and Innovation).

【Curriculum Standards】

Understand that the Internet of Things (especially sensor systems) is the link and medium connecting the physical and digital worlds.

【Academic Requirements】

Through self-exploration and group cooperation, understand the sensors in the Internet of Things and complete the light collection and control of the intelligent flower maintenance system, experiencing the simple IoT system’s data collection, real-time transmission, and basic control functions.

【Teaching Content Analysis】

Sensors are the perception and input components of the Internet of Things and are fundamental to its development. The technology of sensors influences the advancement of the Internet of Things and is its core. By exploring the intelligent flower maintenance system and combining it with sensors used in daily life, students will understand sensors and their uses, the basic principles of the Internet of Things, and recognize the variety and wide applications of IoT sensors.

【Student Analysis】

8th-grade students are active thinkers with some ability for self-directed learning and summarization. Most students have a strong interest in programming to solve real-world problems. They have learned Scratch programming in elementary school, have some understanding of data and syntax, and can write some programs in Scratch, with a basic foundation in mPython programming. After the first lesson, students have a certain understanding of the Internet of Things and its three-layer architecture; they know the composition and functions of information systems; they have initially experienced the control board and mPython programming; they have also used intelligent IoT devices in their lives, but lack a systematic understanding of the specific working mechanisms and principles of these devices. This lesson, through exploring the intelligent flower maintenance system, allows students to recognize sensors, experience data acquisition, analysis, and control, stimulating their interest in learning about the Internet of Things.

【Teaching Objectives】

1. Recognize sensors and understand their working principles.

2. Be able to list common sensors and their application scenarios based on real-life examples.

3. Know that sensors are classified into different categories based on function and understand smart sensors.

4. Use the light sensor of the control board to simulate light control in the intelligent flower maintenance system, experiencing the acquisition and control of sensor information.

【Key Teaching Points and Difficulties】

Key Teaching Point: Understand the working principles and processes of sensors in the Internet of Things using the control board.

Difficult Teaching Point: Use the control board to design and implement light acquisition and control in the intelligent flower maintenance system.

【Teaching Preparation】

Control board, intelligent flower maintenance system, teaching materials, resource materials, teaching aids, broadcasting teaching software, etc.

【Teaching Strategy Analysis】

Using explanation demonstration, self-exploration, group cooperation, and task-driven methods, focus on the intelligent flower maintenance system to guide students from experience to perception, from observation to analysis, gradually recognizing sensors in the Internet of Things, allowing students to autonomously explore and achieve learning objectives through task-driven approaches.

【Teaching Process】

1. Create a scenario to introduce the new lesson

Teacher: Students, today we will make friends with flowers. I love to grow flowers, but many flowers have perished in my hands. Today I have a pot of jasmine, which is a pot of technology-rich flowers. Now I invite a student to come up and feel and demonstrate the wonders of this flower! (Students attempt to change the temperature, humidity, nutrient, and light conditions of the flower maintenance device in the jasmine pot, while the teacher displays the changes in temperature, moisture, light, and soil nutrients of the flower to the class through the classroom screen and a mobile app.)

Teacher: Based on the above demonstration, let’s review the content of the last class, and invite another student to review the three-layer architecture of the Internet of Things in conjunction with the intelligent flower maintenance system.

Students think and answer.

Teacher: Thank you for the summary, and we will start this lesson from the perception layer of the Internet of Things—sensors.

(Design Intent: Review the content of the last class, the three-layer architecture of the Internet of Things. At the same time, create the scenario for this lesson—the intelligent flower maintenance system, stimulating students’ interest in learning and introducing the topic of this lesson.)

2. Theoretical Exploration: Sensors

Teacher: When talking about sensors, we will start by recognizing the sensors around us. Let’s take a look together. (Video playback: last week’s assigned task, where different groups of students recorded application examples of different types of sensors in daily life, and the teacher compiled these videos.) PPT summarizes common sensors.

Teacher: Our intelligent flower environment testing sensor consists of humidity, nutrient, temperature, and light sensors. Please think about what kind of device a sensor actually is?

Students think and answer.

Working Principle:

Teacher: Comparing with the human sensory system, we classify common sensors into the following categories based on their functions: (PPT displays category classification) (see Table 1 at the end of the text)

Teacher: In addition to the sensors mentioned above, we also need to use intelligent sensors in many applications.

(Design Intent: Knowledge comes from life and serves life. This section allows students to combine practical applications of various sensors and the process of finding them, which is both a verification and organization of knowledge, deepening their understanding of sensors and making them feel the value of knowledge in life. By comparing with human senses, students can gain a deeper perception of sensors and their working principles in the Internet of Things.)

3. Practical Exploration: Control Board Light Sensor Information Acquisition and Control

Teacher: The ways sensors acquire information include: wireless networks, Bluetooth, serial ports (COM interfaces), etc. Last class, we introduced that the control board connects to the computer using a USB interface.

Teacher: As the saying goes, “The jasmine that won’t die in the sun”; jasmine loves light. For growing jasmine, sufficient light is essential. The more light, the more jasmine will bloom; without light, jasmine will not bloom.

【Exploration Task 1】 Light Sensor Information Acquisition: Analyze Lighting Environment

★ Problem Description: Analyze the “light value” of the jasmine’s current location over a period of time, display and plot the curve of light changes, and analyze data to find the best lighting environment for jasmine.

★ Problem Analysis (Teacher and Students Analyze Together):

Light collection device: light sensor; duration: controlled by buttons A and B; press button A to collect and plot data, press button B to stop; plot light change curve: print light values (different from OLED screen display).

Students think and answer the algorithm description. Based on the algorithm description, students complete the flowchart fill-in. The teacher explains and demonstrates part of the code settings. Students complete coding and debugging, upload to the control board, and run. The teacher explains and provides feedback on issues encountered during the task process. Group results are displayed, evaluated, and analyzed for the significance of light data acquisition in this task.

(Design Intent: Through this task, experience the process of light sensor information acquisition. The solution process of this task is an analysis, abstraction, and modeling of real problems, progressively guiding students to clarify the problems through algorithm descriptions, flowcharts, and programming, thereby enhancing their ability to analyze and solve problems.)

【Exploration Task 2】 Light Sensor Information Acquisition and Control: Increase Lighting Time

★ Problem Description

OLED screen displays the current light value. When the “light value” is less than 50, prompt “Current light value is too low” and turn on the RGB light to increase lighting time for jasmine, with the light on for 2 seconds.

Teacher’s Tip: Plants prefer red and blue light, and dislike green light.

Students complete the flowchart fill-in. The teacher explains and demonstrates part of the code settings. Students complete coding, upload to the control board, and run. The teacher explains and provides feedback on issues encountered during the task process. Group results are displayed, evaluated, and analyzed for the significance of sensor data acquisition and control.

(Design Intent: Through this task, experience the acquisition and control of light sensor information, allowing students to further understand the role of sensors in IoT systems.)

【Extension Task】 Increase Lighting More Reasonably

★ Problem Description

When the “light value” is less than 100, display the current light value and turn on one RGB light, setting it to red, with the light on for 2 seconds. When the “light value” is less than 50, display the current light value and turn on two RGB lights, setting them to one red and one blue, with the light on for 2 seconds. When the “light value” is less than 10, display the current light value and turn on three RGB lights, setting them to two red and one blue, with the light on for 2 seconds.

Students complete coding and debugging, upload to the control board, and run. Group results are displayed and evaluated.

(Design Intent: Layered teaching allows students of different learning abilities to gain something.)

4. Class Summary

Use a mind map to summarize the knowledge points of this lesson (mind map omitted).

Teacher: Sensors have already penetrated into many fields. It can be said that from the vast space to the vast ocean, almost every modern project relies on sensors.

(Design Intent: Consolidate and summarize this lesson while guiding students to broaden their thinking, be innovative, and explore the mysteries of the future IoT world together.)

【Teaching Reflection】

The lesson “Exploring the Intelligent Flower Maintenance System—Sensors in the Internet of Things” is based on the new curriculum standards’ requirements—”Understand that the Internet of Things (especially sensor systems) is the link and medium connecting the physical and digital worlds; design and build a simple IoT system with data collection, real-time transmission, and basic control functions according to the needs of learning tasks and available experimental equipment. Be able to read and process data from IoT-enabled devices using smart terminals or by writing programs, and provide appropriate feedback or control.” The class begins with the intelligent flower maintenance system to introduce from the perception layer of the three-layer architecture of the Internet of Things, guiding students from recognizing and finding sensors to understanding sensors and their working principles and classifications, and then to the development of sensors. The entire process uses practical operations, pre-class searches, video playback, etc., to engage students and enhance their learning motivation.

The exploration part combines the control board, allowing students to experience the light sensor in simple IoT devices—the first task, “Analyze the lighting environment for jasmine,” aims to let students experience the acquisition of light sensor information; the second task, “Increase lighting time for jasmine,” aims to let students experience the acquisition and control of light sensor information; the extension task, “Increase lighting time for jasmine more reasonably,” reflects layered teaching, allowing every student to gain something. Through layered exploration, students deepen their understanding of sensors and experience the acquisition of sensor information, data analysis, and control, stimulating their interest in learning about the Internet of Things.

The most satisfying part of this lesson is placing the “Finding Sensors Around Us” section at the front, allowing students to search and discover before class. This saves class time and avoids the awkwardness of students struggling to think during class. More importantly, students validate and organize knowledge during the search process, deepening their understanding of sensors and feeling the value of knowledge in life.

Reflecting on the shortcomings of this lesson: the presentation section of the works is not sufficient, for example, some problem assignments were not sufficiently displayed and analyzed; since this is the third lesson of mPython, the assignment for this lesson was in a semi-finished form, which was easier for students and not conducive to deeper thinking. In future courses, we can try to let students complete the programming independently.

【Work Unit】

Nanjing Dongshan Foreign Language School