My BLK 4 class this semester is Science. This assignment was about coding and electrical circuits, where we were tasked to create a game (with or without a partner, I did with), using circuitry and coding/programming using a Microbit. A Microbit is a mini-computer that processes information you program it to receive. For this project, if we connected a wire with a charge to the Microbit, and we programmed it to sense that and display a smiley-face, it would do so. My partner and I’s project/game was a evolved labrynth, where you need to make it from one end to another, without touching the corners!

Connecting Core Competencies:

The core competency that I demonstrated during this assignment and the game is Critical Thinking. I showed this due to the evolution of my project and my view of the different components of it. Firstly, I have never done coding before this project, so I already have that going against me. Throughout the project, my partner had to guide me through the understanding of how the coding works (shoutout to him). By the end, I could easily understand the concept, and in the video, I believe I explained it quite well. Secondly, my partner and I had to do a lot of planning for our initial build. The time frame for the project was a little constricting, so we had to work efficiently. By the end of the first block, we had our design ready to create. By the end of the next, we had our base. Every single block, we continued the design process of our labrynth, developping its circuitry, collaboration/input with the Microbit, and the overall structural integrity of the game. Lastly, my partner and I had to undergo (like they say science is) lots of trial and error. We had a good start, completing the labrynth itself, but as we neared the steps of setting up the circuitry, we hit a speed bump. We had numerous attempts at how to make them connect, while testing each version. We learned through each one of those versions, also further proving my first point, and we eventually came through with a pretty consistent circuit, along with a good consistent input to our Microbit.

Learning from Digital Tools:

The Digital Tool we used for this assignment was the Microbit. BOY, was it an experience, and a challenge! Never have I used a Microbit, heard of a Microbit and seen a Microbit. For the introduction block, where we learned the basics behind the Microbit, I was completely lost. When they told us to create a code using a video demo on Microbit’s website, I was completely dependant on it, following every word given by the Microbit. It worked, but it was a challenge then stepping into the utilisation of it INDEPENDENTLY! It’s a benefit too though, as I learned the different ways of coding (at least the terms, I only did block code) and how the programming works. It isn’t the same level of importance in terms of a digital tool compared to the Microbit, but I also had to make a video to explain my game, which had me learning how to use Clipchamp, a simple video editing software. I was definitely challenged as I don’t do much media-making, but by the end I managed to catch on and figure out how to use it pretty well.

Application in Other Courses:

It would be possible to use the Microbit for other things other than a science class, but it wouldn’t be as effective or often, out of just complexity, convenience, and the fact that most pieces of science could it in more ways than other subjects. hHowever I can use the Microbit for other coding related things. For example, I could use in socials to tell a story, using code to link specific triggers to different graphics during a presentation. I could also potenitally use it for any quiz from any subject too, making flashcards out of code also.

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