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The Arizona STEM Acceleration Project

Scientific Computing: Increasing Classroom Engagement and Critical Thinking

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Scientific Computing: Increasing Classroom Engagement and Critical Thinking

Middle School STEM Lesson

Jeff Meilander

3/9/2025

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Notes for teachers

Developing STEM skills is essential for advancing workforce development and fostering critical thinking in 21st-century learners.
Review the lab manual then choose and acquire materials prior to completing each activity (Raspberry Pi 400 computers, Micro:bits, environmental data sensors, etc.)
Theories to review; constructivism, place-based, problem based.
Socratic method; be sure to create a list of topics and relevant questions for Activity 1.
Teachers have freedom to modify these activities to fit time, curricular, and scientific computing needs.
Collaborative experimentation and student-led experimental design increase classroom engagement, strengthen critical thinking and scientific literacy, and build technology skills aligned with future STEM careers.

List of Materials

These activities are found in the Four Corners Science and Computing Club free online lab manual
All materials and links to materials are listed within the lab manual.

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Standards

Next Generation Science Standards (NGSS):

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Standards

CSTA K-12 Computer Science Standards:

1A-CS-01 Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.
1A-DA-07 Identify and describe patterns in data visualizations, such as charts or graphs, to make predictions.
2-CS-02 Design projects that combine hardware and software components to collect and exchange data.
2-DA-07. Represent data using multiple encoding schemes. (MS)
2-AP-16. Incorporate existing code, media, and libraries into original programs, and give attribution. (MS)
3A-CS-01. Explain how abstractions hide the underlying implementation details of computing systems embedded in everyday objects. (HS)
3A-IC-24 Evaluate the ways computing impacts personal, ethical, social, economic, and cultural practices (discussions surrounding this standard)
3B-CS-02. Illustrate ways computing systems implement logic, input, and output through hardware components. (HS)
3A-DA-11. Create interactive data visualizations using software tools to help others better understand real-world phenomena. (HS)
3B-DA-05. Use data analysis tools and techniques to identify patterns in data representing complex systems. (HS)
3A-AP-13. Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests. (HS)

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Additional Standards

Arizona State Standards:

6.CS.D.1 Compare computing device designs based on how humans interact with them.
6.DA.CVT.1 Compare different computational tools used to collect, analyze and present data that is meaningful and useful.
7.CS.HS.1 Design projects that combine hardware and software to collect and exchange data.
8.IC.C.1 Compare and contrast tradeoffs associated with computing technologies that affect people's everyday activities and career options.

Din é Content Standards:

PO 1. I will comprehend language spoken in my surrounding Navajo communities (e.g. Navajo radio stations, KTNN, KGAK, cultural events)
PO 4. I will describe how Dine language played a role in World War II.

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Agenda

These activities and slides are designed to be open-ended, allowing teachers to customize them to their classroom and curriculum needs. Teachers can incorporate extension activities, facilitate group discussions, and expand on scientific experimentation. The activities can be completed as a whole class, in small groups, or as independent work, offering flexibility to accommodate different learning styles, classroom dynamics, and experiences with technology.

Approximately 3-4 hours:

Activity 1 - 50 minutes

Activity 2 - 50 minutes

Activity 3 - 75 minutes

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Intro/Driving Question/Opening

How can scientific computing improve our understanding of local environmental and community issues and support the development of practical, data-driven solutions?

Our short-term aim is to empower students by creating pathways to impactful and lucrative careers in scientific computing, and our long-term aim is to increase representation and inclusion of all students in open source scientific computing.
Local environmental and community issues can be explored openly by students or guided by teacher-defined parameters. A valuable discussion to have with students is the meaning of "local" and how it differs from "regional," such as in the context of "Buy Local."
Scientific computing enhances our understanding of local environmental issues by enabling data collection, analysis, and modeling to identify patterns and inform solutions.

How Scientific Computing Helps:

Real-time Monitoring: Sensors and data loggers track air and water quality, soil conditions, and weather patterns.
Data Visualization: Geographic Information Systems (GIS) and data analysis tools help map pollution, climate changes, or biodiversity loss.
Predictive Modeling: Simulations forecast environmental trends, such as flooding, droughts, or wildfire risks.

Application-Based Solutions:

Pollution Tracking: Identifying sources of air and water pollution to guide remediation efforts.
Sustainable Resource Management: Optimizing water usage, waste management, and conservation strategies.
Disaster Preparedness: Using climate models to predict extreme weather events and improve response plans.
Ecosystem Restoration: Analyzing biodiversity data to support habitat conservation and reforestation projects.

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Objectives: Activity 1

Set up and turn on a Raspberry Pi or micro:bit.
Identify the components of these technologies and explain their function.
Identify local environmental issues in the community or school.
Improve observation skills.

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Hands-on Activity 1 Instructions - Building Computing Kits

For each activity, groups of 2-4 students is recommended

Provide each group with a scientific computing kit.

Students should follow step by step instructions in the lab manuals.

Once set up, students use Discussion 1 from the “Discussion WS” to brainstorm and record local environmental and community issues.

Constructivism is a learning theory that suggests people construct their own understanding and knowledge of the world through experiences and reflection. Rather than passively absorbing information, learners actively engage with concepts, make connections to prior knowledge, and develop meaning through exploration.

Place-Based Learning (PBL) is an educational approach that uses the local environment, community, and culture as a foundation for learning. It connects students to real-world issues and fosters a deeper understanding of concepts by engaging with their surroundings.

Key Features of Place-Based Learning:

Local Relevance – Lessons are rooted in the students' own communities, ecosystems, and cultural contexts.
Experiential Learning – Hands-on activities, fieldwork, and community engagement enhance understanding.
Interdisciplinary Approach – Integrates subjects like science, history, and social studies through real-world applications.
Student-Centered – Encourages inquiry, problem-solving, and collaboration on issues relevant to students' lives.
Community Involvement – Students work with local organizations, experts, or policymakers to address challenges.

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Discussion WS

Copy/paste this table to a document.
Modify to your needs.
Print the worksheet for students to use during activity 1.
Additionally, teachers can create a cloud-based table to record student answers for data tracking.

DISCUSSION 1 - IDENTIFYING CONCERNS
Name	Issue in your Local Environment	Issue in your Local Community





DISCUSSION 2 - CHOOSE ONE ISSUE
Choose one issue listed in Discussion 1 that your group will use during today’s activity.
What data could you record to better understand this issue?

DISCUSSION 3 - APPLICATION OF LEDs
How can you apply this activity to the issue from Discussion 2?

DISCUSSION 4 - APPLICATION OF DATA SENSORS
What did you learn from this activity?
How can you apply this activity to the issue from Discussion 2?
What other data sensors, equipment, or information might be useful in addressing your issue?

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Hands-on Activity 1 Instructions - Making Observations

Use the Socratic Method to guide students in observing and identifying features within the image. We typically focus on three main questions but teachers might elaborate:

Can you identify any geographical or manmade landmarks?�(This exercise helps build geographical knowledge, improve map-reading skills, and develop observation skills, allowing students to become more familiar with the image and its context.)
What do the colors mean, and why do you think that?�(Past students often associate the color red with something negative, so we take the opportunity to explore the reasons behind this perception and discuss how colors can carry specific meanings. This also gives teachers the opportunity, if desired or time permits, to address biases in science, challenge preconceived notions, and foster critical thinking.)
What do the numbers mean, and why do you think that?�(This question allows teachers to discuss the importance of units, as we don't know if these numbers represent concentrations, temperatures, or more complex units of measurement, such as rads or joules.)

Image from EPA

Aim to extract as much prior knowledge as possible, getting students to think critically while subtly helping them develop observation skills.

If students mention vocabulary terms that will be used later or that teachers may have taught previously, we encourage them to define the terms or explain the concepts.

The Socratic Method is a teaching and discussion approach that uses questioning to stimulate critical thinking, challenge assumptions, and encourage deep understanding. It is based on the techniques of the Greek philosopher Socrates, who believed that knowledge is best gained through continuous questioning rather than direct instruction.

How the Socratic Method Works:

Asking Open-Ended Questions – Instead of giving answers, the teacher or discussion leader poses thought-provoking questions.
Encouraging Critical Thinking – Students analyze their own beliefs, evaluate evidence, and refine their reasoning.
Challenging Assumptions – The questioning process exposes inconsistencies or gaps in logic.
Fostering Discussion – Participants engage in dialogue, building on each other’s ideas.
Arriving at Deeper Understanding – Through discussion, students develop stronger reasoning skills and clearer conclusions.

Examples in a Science Classroom:

Instead of telling students why a plant needs sunlight, the teacher asks:�"What do you think would happen if we put one plant in the sun and another in a dark closet?"
Before introducing an experiment on pollution, the teacher asks:�"How do you think human activities affect local water quality? What evidence would you need to support your answer?"

This method promotes active learning, problem-solving, and independent thinking, making it a powerful tool for science education.

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Hands-on Activity 1 Instructions - Practicing Observations on Images

An international example teachers might consider using.
Consider what images or data might support and reinforce past or future topics in the classroom (air quality, water quality, species habitat, snowfall, etc.)

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Hands-on Activity 1 Instructions - Putting it All Together

Students groups discuss hypotheses about what the image represents
Each group shares their best hypothesis in a class discussion.
Teachers continue asking probing questions and requesting justification for their group’s answers.
In our workshops (after the discussion) we reveal that the image represents air quality data following a chemical spill outside of Tucson, Arizona.
Alternatively, teachers might withhold this information, emphasizing that science provides only part of the picture and data interpretation requires additional knowledge and analyses.
Students can propose alternative hypotheses and discuss how they would gather more information to deepen their understanding of the image.
Students engage in Discussion 2 of the WS choosing one issue from the group to explore

More detail:

After Socratic questioning, students work in groups to discuss hypotheses about what the image represents,
As a class each group shares their best hypothesis.
Teachers can continue asking probing questions or request justification for their group’s ideas.
In our workshops (after the discussion) we reveal that the image represents air quality data following a chemical spill outside of Tucson, Arizona.
Alternatively, teachers might choose to withhold this information, emphasizing that science provides only part of the picture and that data interpretation requires additional knowledge and analysis.
If time allows, students can propose hypotheses and discuss how they would gather more information to deepen their understanding of the image.
Last, students engage in Discussion 2 of the WS where they choose one issue from the group to further explore
Teachers may also facilitate a brief discussion about ways to reach a consensus within a group if there are conflicts.

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Assessment - Activity 1

Computer Setup Assessment: Can students successfully assemble and power on the Raspberry Pi and/or Micro:bit, connect necessary hardware, and navigate the required software or interface?

Data Interpretation Assessment: Can students accurately observe and describe patterns, trends, keys, or geography in the provided image and relate them to the scientific phenomenon being studied/recorded?

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Objectives: Activity 2

Identify and describe the function of GPIO pins on the micro:bit.
Explain the roles of LEDs and resistors in a circuit.
Apply Ohm’s Law to calculate voltage, current, and resistance in simple circuits (optional).
Construct a complete circuit to turn on an LED.
Use MakeCode to control the blinking of LEDs.

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Hands-on Activity 2 Instructions - LEDs

Students return to the free online lab manual to build simple circuits using light-emitting diodes (LEDs)
Using MakeCode, students program the LEDs to turn on, giving them experience with both coding and circuit design.
Once students successfully build their circuit and turn on the LED, they experiment with the code to make the light blink.
Next, they are challenged to create different blinking patterns or connect and control multiple LEDs.
Finally, students revisit group Discussion 3 and apply what they have learned to the local issue they identified.

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Hands-on Activity 2 Instructions - LED Extensions

Code Talkers in WWII - Integrating History

Meaningful for our Native American communities in the four corners region of the southwest US—this involves a discussion about the role of Code Talkers during WWII.
From there, we introduce Morse code.
Provide students with the “Morse Code WS” reference sheet and challenge them to use their LEDs to send coded messages.

Multi color LED

Additionally, our free online lab manual includes an activity where students connect and program multicolored RGB LEDs.
Students can write code to make the lights change colors at specific intervals or in response to environmental data from sensors in Activity 3.

“The Navajo, Comanche, Hopi, and others also had to develop special words for World War II military terms, such as types of planes, ships, or weapons. They were given picture charts that showed them the items. After looking at the pictures, they came up with words that seemed to fit the pictures.”

~National Museum of the American Indian

Code talkers - Blending History with Science and Scientific Computing

We discuss how Native languages were used to send secure messages that enemy forces could not decode, and how this communication strategy played a crucial role in the war effort.

Morse Code

Morse code is a method of encoding text characters using sequences of dots (short signals) and dashes (long signals). It was developed in the early 19th century by Samuel Morse and Alfred Vail for telecommunication. Each letter, number, and punctuation mark is represented by a unique combination of dots and dashes.

This activity encourages students to think more deeply about coding logic as they work to program their LEDs to blink in precise sequences. Students often struggle at first to rearrange the blocks correctly in MakeCode, but they receive instant feedback by observing whether or not the light blinks accurately.

Multi colored LED

This activity helps students see how programming and environmental monitoring can work together in real-world applications.

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Assessment - Activity 2

LED Circuit Setup Assessment: Can students successfully build and complete a simple circuit that powers on the LED?

Morse Code Messaging Assessment: Can students program their LEDs to blink and can they send specific messages using Morse Code through the LED circuit? This determines if students can achieve the task by accurately encoding and decoding the intended messages.

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Objectives: Activity 3

Connect environmental data sensors that measure temperature, humidity, air pressure, volatile organic compounds (VOCs), and particulate matter (PM).
Measure and record these variables.
Analyze data using the on screen dashboard to understand and interpret environmental conditions.

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Hands-on Activity 3 Instructions - Data Sensors

Using the free online lab manual students connect data sensors to their Raspberry Pis or Micro:bits.
Once setup is complete, teachers must ensure that all students understand which sensor collects each type of data.
Use the following resource slides to provide important background information related to each data sensor, including definitions and examples for each type of measurement

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Temperature, Humidity, and Pressure

What is Celsius?

Celsius is a way to measure temperature. It’s named after a scientist named Anders Celsius. In Celsius, water freezes at 0 degrees and boils at 100 degrees. So, if it’s 20 degrees Celsius outside, it’s not too cold or too hot—it’s just right for many people. Scientists use Celsius because it’s easy to understand and it’s based on how water behaves at different temperatures. In the United States, we use Fahrenheit for temperature. Compare and contrast the differences between Celsius and Fahrenheit in the image below.

What is Humidity?

Humidity is a measure of how much moisture or water vapor is in the air around us. It’s what makes the air feel sticky or dry. When humidity is high, like on a humid day, it means there’s a lot of moisture in the air. When humidity is low, the air feels drier. Humidity is important for weather and how comfortable we feel. It can affect things like how quickly sweat evaporates from our skin, which helps cool us down.

What is Atmospheric Pressure?

Atmospheric pressure is the weight of the air pushing down on us and everything around us. It’s like the pressure you feel when you dive deep underwater. This pressure comes from the huge blanket of air, called the atmosphere, that surrounds the Earth. Atmospheric pressure changes with the weather and altitude. It’s important for predicting weather patterns because high pressure usually means clear skies, while low pressure often brings clouds and rain

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Volatile Organic Compounds (VOCs)

Volatile organic compounds human-made chemicals that are used and produced in the manufacture of paints, pharmaceuticals, and refrigerants.
Emitted as gases from certain solids or liquids.
VOCs include a variety of chemicals, some of which may have short- and long-term adverse health effects.
Examples Include:

paints/lacquers, paint strippers, cleaning supplies, pesticides, building materials and furnishings, office equipment such as copiers and printers, correction fluids and carbonless copy paper, graphics and craft materials including glues and adhesives, permanent markers, and photographic solutions.

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Parts Per Billion (VOC)

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Parts Per Billion (VOC)

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Particulate Matter

Microscopic solid or liquid matter suspended in the Earth's atmosphere.
Sources of particulate matter can be man-made or natural.
They have impacts on climate and precipitation that adversely affect human health.

Particulate Matter (PM) refers to tiny solid or liquid particles suspended in the air, including dust, dirt, soot, smoke, and microscopic droplets. It is classified based on size:

Why Is Particulate Matter Concerning?

Health Risks – PM can penetrate deep into the lungs and even enter the bloodstream, causing respiratory and cardiovascular problems. Long-term exposure increases the risk of asthma, lung disease, heart attacks, and premature death.
Air Quality Degradation – High PM levels reduce air quality, leading to smog and haze, which can impact visibility and environmental health.
Climate Impact – Some particulates, like black carbon (a component of soot), contribute to global warming by absorbing heat. Others, like sulfate aerosols, can reflect sunlight and temporarily cool the atmosphere.
Environmental Damage – PM can settle on water bodies, soil, and plants, affecting ecosystems by altering nutrient cycles and contaminating food sources.

Sources of Particulate Matter:

Vehicle emissions
Industrial processes
Wildfires and wood burning
Construction and mining activities
Agricultural activities (e.g., plowing, livestock waste)

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Particulate Matter

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Extension - Small Group Discussion (optional)

Why are data sensors important to your life?

Where else can you find data sensors being used? (other than the environmental sensors discussed in this activity).

Extension/Enrichment activity.

Have students brainstorm ideas. They could write their ideas in a word map or on sticky notes and have them put on the board.

Data sensors can come in many flavors, biological and human made.

The human body has several types of biological sensors that detect and process different types of stimuli. These sensors, or sensory receptors, are specialized cells and structures that convert external and internal signals into neural information for the brain to interpret.

Types of Biological Sensors in the Human Body

1. Mechanical Sensors (Mechanoreceptors) – Detect Touch, Pressure, and Motion

Skin receptors (e.g., Merkel cells, Meissner’s corpuscles, Pacinian corpuscles) detect pressure, vibration, and texture.
Proprioceptors (in muscles, tendons, and joints) sense body position and movement.
Hair cells in the inner ear detect sound vibrations (hearing) and head movements (balance).

2. Thermal Sensors (Thermoreceptors) – Detect Temperature

Cold receptors (Krause’s end bulbs) respond to decreases in temperature.
Heat receptors (Ruffini endings) respond to increases in temperature.

3. Chemical Sensors (Chemoreceptors) – Detect Chemicals in Air, Food, and Blood

Olfactory receptors (in the nose) detect airborne chemicals (smell).
Taste buds (on the tongue) detect sweet, sour, salty, bitter, and umami flavors.
Blood chemoreceptors (in arteries) monitor oxygen, carbon dioxide, and pH levels in the blood.

4. Light Sensors (Photoreceptors) – Detect Light and Color

Rods (in the retina) detect low-light vision (black and white).
Cones (in the retina) detect color and bright light.

5. Pain Sensors (Nociceptors) – Detect Harmful Stimuli

Mechanical nociceptors detect sharp objects or injuries.
Thermal nociceptors respond to extreme heat or cold.
Chemical nociceptors detect harmful substances or inflammation.

6. Internal Sensors – Monitor Body Functions

Baroreceptors (in blood vessels) detect blood pressure changes.
Stretch receptors (in the stomach and bladder) detect fullness.
Osmoreceptors (in the hypothalamus) monitor hydration levels.

Comparison to Artificial Sensors

Just like biological sensors, artificial sensors (e.g., cameras, microphones, thermometers) collect and process data for interpretation and response. Many human body sensors inspire technology, such as motion detectors, biometric scanners, and wearable health monitors.

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Biological Data Sensors - Cellular Respiration Review

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Biological Data Sensors - CO2 Monitoring for Survival

Ants - ↑ CO2 - find entrance
Bees - ↑ CO2 - fanning response
Blood feeding insects - use CO2 to find humans

Mosquitos, black flies, tsetse flies, ticks, fleas

Hawkmoth - fresh blossoms release more CO2 and produce more nectar

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Hands-on Activity 3 Instructions - Experimental Design (EDD)

Provide a variety of items students can use to manipulate data sensors (fans, candles, markers, etc.)
Students expose sensors to various conditions.
Data is displayed in real time showing how their actions influence sensor readings.

Immediate feedback connects cause and effect

Students develop a research question for their experiment relating to the local issue they identified in Discussion 2.
Use “EDD WS” to outline and design their experiment.
Teachers circulate through the room to clarify and ask challenging questions about their experimental design.
Students conduct their experiments, recording data and results along the way.
Students discuss future experiments and Discussion 4.

The table includes items such as fans, candles, hair dryers, sponges, water, paints, markers, chalk and erasers, flooring samples, and more.

The Experimental Design Diagram (EDD) template walks students through defining their independent and dependent variables, controls, and treatments. The EDD template is an excellent resource for teachers, supporting student understanding of the scientific method. For some teachers, these concepts may have already been taught earlier in the year, also making this a valuable formative assessment tool.

Students are often excited to design their own experiments and work directly with the equipment. They frequently ask if they can use other items like snacks they are eating, gum, or other materials they have on hand. As long as their ideas are safe for themselves, their classmates, and the equipment, we encourage this curiosity and allow them to explore.

As students work through their experimental design, they record their plans in the EDD template. We circulate throughout the room to help refine their designs, asking students to explain and justify their decisions. We frequently ask questions like, “Why did you choose to do the experiment this way and not another way?” or “What do you think would happen if you changed certain variables?” and “What changes do you expect to see in the data?” We also prepare students to think about what it means if the data does not match their expectations.

Students use the live data display to record their results, then summarize what they found—for example, discovering that certain products release more VOCs than others. They write a brief conclusion, reflecting on what they learned and how they could improve their experiment in the future. Finally, they brainstorm ideas for future investigations that could provide even more information and apply what they have learned back to the local issue they identified during their final discussion (Discussion 4).

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Experimental Design Diagram

Experimental Design Template

While exposing your data sensors to environmental conditions, what observations can you make? List as many as possible (use a separate sheet if you need).

OBSERVATIONS:

______________________________________________________________________________________________

DEVELOP RESEARCH QUESTIONS (List 2): (What are you curious about but keep in mind that we have limitations in this current space).

______________________________________________________________________________________________

HYPOTHESES (pick one question from above and create 2 testable explanation):

Definition:

H₁:

H₂:

______________________________________________________________________________________________

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Experimental Design Diagram (cont’)

INDEPENDENT VARIABLE(S) - IV: (List the independent variable in the left column and any treatments to the right for each IV)

Definition:

DEPENDENT VARIABLE(S) - DV:

Definition:

CONTROLS:

Definition:

METHODOLOGY (conducting the experiment). Consider the following questions before beginning and briefly write a description of how you will run your experiment:

What materials do I need to complete this experiment successfully?
What safety concerns must I consider?
What will my sampling protocol look like?
How will I record the data?

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Experimental Design Diagram (cont’)

RECORDING DATA: (Use this box to make a table to record your data. You might even record data under IV)

RESULTS (List the results you saw, do not interpret):

CONCLUSIONS (Explain or interpret your data/results with explanations):

REVISIONS (after running the experiment answer the following questions)

Is there anything that needs to be changed for the experiment to work (if it did not work) or run more efficiently?

FUTURE RESEARCH OR APPLICATIONS (What kind of follow up study could you perform? How could you apply your results to the real world? Life, home, school, family, community, job, etc.)

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Assessment - Activity 3

Experiment Design Assessment: Can students design a well-structured experiment that addresses the research question they developed? This includes assessing their ability to think critically about the experimental design, apply scientific methods, and consider variables.

Critical Thinking: Did students show the ability to identify appropriate methods and anticipate possible outcomes or challenges in their experiment?
Safety Practices: Did students follow proper safety protocols during the experiment?
Data Interpretation: Were students able to correctly use the data sensors, collect data, and draw valid conclusions based on their findings?
Vocabulary Understanding: A small quiz can be administered to assess students' grasp of key vocabulary terms related to the experiment and the scientific concepts they are investigating?

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Differentiation

Teachers should practice using the equipment before starting the activities.
Group work can be challenging and group members may need to be shuffled if conflicts or challenges arise.
Teachers are encouraged to adjust the length of time for these activities to meet their needs and goals.
Technology can be finicky and may not always work as expected. Be sure to check and replace equipment as needed.

Remediation

Extension/Enrichment

We have provided some suggestions for extension activities throughout, however, the possibilities are endless.

Use additional activities included in the lab manual for further enrichment.

Have students research and develop their own extension activities or experiments with other data sensors.

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Coding/Computing Resources