The Use of Software and Hardware Arduino for the Students’ Formation
of Research and Engineering Competencies
Vitalii M. Zadorozhnii
1,2 a
and Nataliia V. Valko
3 b
1
Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine
2
Kryvyi Rih Science Lyceum of the Kryvyi Rih City Council in Dnipropetrovsk oblast, 32A Volodymyra Velykoho Str., Kryvyi
Rih, 50071, Ukraine
3
Kherson State University, 27 Universytetska Str., Kherson, 73003, Ukraine
Keywords:
Student, LEGO, Arduino, Engineering, Physics, Laboratory Work, Research Activity, Accelerated Motion.
Abstract:
The article shows the experience of using the Arduino hardware and software complex in order to develop
research competencies of secondary school and high school students. Here are some examples of research
projects that allow children to demonstrate their engineering skills and encourage them to further study sub-
jects such as physics and computer science. The possibilities of Arduino to improve ready-made projects and
develop their own engineering ideas are outlined. Particular attention is paid to the development of measuring
devices and installations for school physical experiment, in particular devices for the study of uniformly ac-
celerated motion. The results of research received by students during the experiment are shown. The results of
students’ research activities and their devices can be reproduced by other teachers and students for use during
the teaching of physics in a specialized school, especially during a school experiment.
1 INTRODUCTION
The development of computer technology has greatly
accelerated the exchange of information in any field
of human activity. In education, the use of personal
computers allows not only to increase the amount
of information that the teacher passes on to his stu-
dents, but also to create his own methodological de-
velopments, which allow to improve the assimila-
tion of the obtained information by adapting it to age
characteristics, social views, intellectual abilities and
more (Vlasenko et al., 2021, 2020b). Also, continu-
ous software upgrades allow teachers to create soft-
ware products that previously required special engi-
neering education to develop. But the needs of today
have already gone beyond the acceleration of infor-
mation processes. Now not only the speed of informa-
tion processes but also their automation is important.
Automated devices are increasingly appearing in our
lives, so modern education should keep up with the
needs of society.
Along with technological advances, the methods
of student research change (Babkin et al., 2021).
a
https://orcid.org/0000-0002-1003-930X
b
https://orcid.org/0000-0003-0720-3217
Involving children in advanced study of physical
processes, it is difficult to limit only to the study
of Physics, researchers must have some knowledge
of Computer Science or engineering. The article
shows the personal experience of the combination
of Physics, Computer Science, Engineering and ele-
ments of robotics in the study of physical processes by
students of Kryvyi Rih Science Lyceum of the Kryvyi
Rih City Council in Dnipropetrovsk oblast.
The study of robots and robotics is already very
popular (De La Cruz Vaca et al., 2020; Goncharenko
et al., 2019; Hrybiuk et al., 2020; Valko and Osadchyi,
2021). The simplest and most understandable tool for
researching and creating robots is LEGO kits. They
do not require special knowledge of programming and
understanding of the processes occurring in the de-
vices that provide the models. It is enough to have
a computer, a designer and a wealth of imagination.
But the high price limits access to robot modeling by
LEGO. The average student is able to model on such
equipment only within the limits of classes and cannot
afford to make his own model and leave it to himself.
More affordable by price is the Arduino hardware and
software package. This software package allows the
student to show their creativity to a greater extent, but
at the same time, and requires a deeper knowledge of
188
Zadorozhnii, V. and Valko, N.
The Use of Software and Hardware Arduino for the Students’ Formation of Research and Engineering Competencies.
DOI: 10.5220/0010922300003364
In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 188-195
ISBN: 978-989-758-558-6
Copyright
c
2022 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
programming and radio engineering.
The purpose of the article is to show the possibil-
ities of applying elements of robotics in the project
activity of high school students and to use the re-
sults of their work in physics lessons. To combine
robotics with physical research, the Arduino hardware
and software system was chosen as a research tool.
This complex was developed by Massimo Banzi in
2005 as a tool for students at the Interaction Design
Institute Ivrea in Ivrea, Italy, aiming to provide a low-
cost and easy way for novices and professionals to
create devices that interact with their environment us-
ing sensors and actuators (John, 2020). The name Ar-
duino comes from a bar in Ivrea, Italy, where some
of the Arduino founders used to meet. The bar was
named after Arduin of Ivrea, who was the margrave
of the March of Ivrea and King of Italy from 1002 to
1014 (Kushner, 2011). The main purpose of the de-
velopment of the complex is to teach students how to
design electronic devices, but then the capabilities of
this complex went far beyond conventional engineer-
ing.
2 ANALYSIS OF PREVIOUS
STUDIES
The use of Arduino has been repeatedly addressed by
other educators. Andreev and Kulinich (Andreev and
Kulinich, 2017) examines the problem of using infor-
mation tools in the educational and research activities
of students. The educational possibilities of the Ar-
duino hardware and software complex in the context
of preparing future physics teachers to organize stu-
dents’ innovative activities are highlighted, in partic-
ular, examples are given of its use for setting and solv-
ing physical problems, as well as for students to create
their own innovative products. The authors suggest
using Arduino boards to measure temperature, light
and humidity at different points in the room. As well
as obtaining the dependence of the photoresistor re-
sistance to light and the resistance of the thermostat to
temperature. Some examples of experimentation cov-
ering various topics (light and electrical phenomena,
molecular physics) are given in their work. Somenko
and Somenko (Somenko and Somenko, 2016) analyze
the advantages of using the Arduino hardware and
computing platform to create training physical equip-
ment using electronic computing equipment. There
are advantages of the complex, such as: convenient
open source software for processing research results,
availability of component parts for the manufacture
of equipment, the ability to change the software and
component measurement equipment independently.
The example of an experiment for the study of con-
vection in a liquid is given.
Martyniuk (Martyniuk, 2014) considers actual
problems of development of methodological bases of
using microelectronic circuitry in the system of pro-
fessional training of students-physicists. He describes
the possibilities of using the Arduino platform in the
research of physics and in the design and manufacture
of new training equipment. He recommends the use of
such equipment for measuring humidity, temperature,
light, speed, distance, etc. He recommends using dif-
ferent sensors to measure the same magnitude for ac-
curate results and uses third-party software to process
experiment data. Petry et al. (Petry et al., 2016) offer
“Extracurricular project training in physics: integrat-
ing Arduino into the laboratory” with the help of the
Arduino platform, carry out experiments in physics
from optics and thermodynamics. In total, there are
11 laboratory works offered for elective classes (Petry
et al., 2016). Among the proposed works are: refrac-
tion and reflection, spherical lens, sensitive and latent
heat, thermal expansion in solids and liquids, photo-
electric energy. The authors provide examples of ex-
periments conducted by high school students.
Huang (Huang, 2015) has developed a series
of experiments, activities and lab work to study,
measure, and analyze physics phenomena in the
classroom using low-cost microcontrollers and open
source electronics. Based on his own research, he has
proposed a number of activities that demonstrate sci-
entific research using inexpensive and easily accessi-
ble electronics and equipment. Huang (Huang, 2015)
describes two experiments. The first, in mechanics,
uses a self-made device, called the “rotation”. The
second, on the topic of “Thermal phenomena”, uses a
semiconductor temperature sensor.
3 METHODS AND TECHNIQUES
For the development of engineering skills it is ad-
visable to use the methods of project-based learn-
ing technology (Balyk et al., 2021; Glazunova et al.,
2021; Gryshchenko et al., 2021; Horbatiuk et al.,
2020; Iatsyshyn et al., 2020; Pavlenko and Pavlenko,
2021; Shuhailo and Derkach, 2021; Valko et al., 2020;
Vlasenko et al., 2020a), which is based on the devel-
opment of cognitive skills and abilities of students;
ability to navigate in the information space; ability
to independently construct theoretical or real mod-
els; ability to integrate their knowledge from differ-
ent fields of science; ability to think critically. Project
methods are focused on independent activity of stu-
dents (individual, pair, group) in the time allotted for
The Use of Software and Hardware Arduino for the Students’ Formation of Research and Engineering Competencies
189
it (from several minutes to months). The sequence
of research can be shown in the form of the follow-
ing series: problem definition – hypothesis – problem
solving discussion of research methods registra-
tion of final results analysis of the obtained data
summarizing correction conclusions. The main
thing in the interaction between teacher and student
is the independence of the student, the teacher should
only adjust the activities of the researcher without im-
posing his own ideas and decisions.
Arduino applications are written in C or C++ pro-
gramming language (Arduino, 2021). The Arduino
concept does not include body or mounting parts. The
developer chooses the method of installation and me-
chanical protection of processor boards and expan-
sion components independently. Other manufactur-
ers offer a large number of various sensors and ac-
tuators that are compatible with Arduino processor
boards. These manufacturers also produce sets of
electromechanical elements that work in conjunction
with Arduino boards, and develop special libraries
(programs) that link the work of hardware and soft-
ware. Arduino IDE software allows students to de-
velop algorithms (firmware, sketches) for micropro-
cessors and sensors. Working with the complex, stu-
dents are able to see the principles of communication
between the software and the devices for which it is
designed. Creativity of students is always associated
with the application of ideas. When creating robots or
automated devices, students are involved in the pro-
cesses that take place in the technical devices. Ap-
plied research, design, construction, development of
manufacturing technologies are a list of activities that
a child is involved in during the process of creating
a new or reproducing an existing device. Children
work with microprocessors and other radio electron-
ics make housings and parts for devices, design and
plan work for moving parts. Thus, it can be seen
that using Arduino enables them to become true en-
gineers, show their creativity and gain experience in
electrical engineering.
Working with the complex, researchers are con-
stantly dealing with electric current. It should be
noted that the maximum voltage used to power the
Arduino boards does not exceed 12 V, which is quite
safe. And the constant connection and disconnec-
tion of sensors, the use of resistors, LEDs, etc., al-
lows students to understand the laws of direct current,
serial and parallel connection of conductors. Devel-
opment of connection schemes can be carried out in
two stages. The first step is to do a theoretical devel-
opment with the online service Tinkercad (Autodesk,
Inc., 2021), which has almost all sensors connected
to the Arduino UNO board. Develop and test connec-
tion scheme. And then, in the second stage, work with
real devices. This can prevent damage to the parts or
board.
The end result of the above student research is the
creation of an automated or controlled device. One of
the ways to improve the quality of physics study is to
involve children in the manufacture of measuring de-
vices, which can then be used in laboratory physics.
Microprocessor data processing enables more accu-
rate measurements of physical quantities. Arduino
sensors allow you to measure atmospheric and me-
chanical pressure, temperature, humidity, time, dis-
tance, resistance, voltage, current, light, etc., and the
combination of several sensors with a program writ-
ten in the Arduino IDE allows you to determine the
value of other physical quantities, such as average
speed of movement.
4 EXAMPLES OF USING
READY-MADE PROJECTS
WITH ARDUINO
A simple project that students can be involved in is
assembling a D2-1 work robot and making a track for
the movement of such a device. Robot D2-1 (figure 1)
performs only one task – moving along the black line
in one direction. At first glance, a ready-made set,
which has only one version of the assembly, will de-
velop little creativity and will not allow a better un-
derstanding of physical phenomena.
Figure 1: Robot D2-1 on the track.
But it should be noted that children working with
such a set have the opportunity to work with the elec-
tronic circuit and its components, learn to work with
a soldering iron, develop skills to adjust the operation
of electric motors. Also, the creativity of the pupils of
AET 2020 - Symposium on Advances in Educational Technology
190
the afterschool activity allows to improve the ready-
made basic model. So one of the improvements was
the addition of a photoresistor and LEDs to the Ar-
duino board, which in turn expanded the capabilities
of the device: when the robot enters a darkened area
of the room, the light is automatically turned on. This
feature can be used on cars to automatically turn on
the light when entering a tunnel or other dimming.
Thus, a simple radio constructor allows students to
have practical skills in working with radio circuits,
and the device itself can be an example of photore-
sistor when studying the topic of “Semiconductors” in
physics lessons, as coordination is provided by chang-
ing the current in the photoresistor.
Another project that was initially carried out ac-
cording to ready-made instructions is a meteorolog-
ical station (figure 2), which measures temperature,
humidity and atmospheric pressure. In 10th grade,
students study the topic “Fundamentals of molecular
kinetic theory. Fundamentals of thermodynamics”, so
it is convenient to interest this age category in the im-
plementation of such a project.
Figure 2: Meteorological station: a) with Atmega8 chip,
data transmission via wire; b) with Arduino Nano board and
wireless data transfer.
As part of the above topic, children learn concepts
such as temperature, humidity and pressure. Physi-
cal experiments to measure these quantities are in the
program of the physics course, so the manufacture of
the device will not only develop the engineering skills
of students, but also strengthen the material base of
the physics classroom and bring the school physical
experiment to a new level.
The meteorological station made by the students
did not initially have an Arduino board in its design,
but worked on the basis of the Atmega8 chip (fig-
ure 2a). But the student who worked on the project
suggested her own design of the device (figure 2b),
which not only works from the Arduino board, but
also transmits data at a distance of up to 60 meters
using a Bluetooth device.
It is very important to involve students in team-
work, so continuing to look at the weather station, we
can give an example of a computer science project
that has improved the measurement efficiency of the
above-mentioned device. Another student developed
an application for a mobile phone (figure 3), which
displays the results of measurements, as well as al-
lows you to save and view them. In this way, coop-
eration develops students’ ability to work in a team
and brings them closer to the realities of life, because
large and complex projects are not performed by one
person, and the end result depends on the interaction
of the team.
Figure 3: The meteorological station – an application for a
mobile phone.
Another project the students were working on was
the Equal Acceleration Study. The purpose of the
project is to measure the time of evenly accelerated
body movement. In conventional studies, time mea-
surements are performed using a mechanical stop-
watch. As a rule, the measurement of time itself gives
the greatest error in human factor studies (the timing
of the stopwatch on and off). The measuring device
(figure 4) was assembled on the basis of the Arduino
UNO board and its compatible elements: the actuator
The Use of Software and Hardware Arduino for the Students’ Formation of Research and Engineering Competencies
191
and the button. This device allows you to measure the
travel time up to a microsecond. The measurement re-
sults can be seen on the LCD connected to the board.
Such a device can be used in laboratory work with the
topics “Determination of acceleration of equal accel-
eration of movement” (10th grade), “Determination
of average speed of movement” (7th grade), “Deter-
mination of acceleration of free fall” (10th grade).
Figure 4: The stopwatch to measure the time of uniformly
accelerated motion.
The device for measuring the time of accelerated
motion (figure 5) consists of an Arduino UNO card,
LCD display, servomotor, button, remote control, in-
frared receiver, chute, ball and tripod with holder.
Figure 5: Installation for measuring the time of uniformly
accelerated motion.
The measurements are as follows: The Arduino
board is connected to the power supply; the ball is
set to the starting position; at the remote control press
the start button at this moment the servo is turned to
900 and the program loaded into the board begins the
countdown; when the ball reaches the button, when
pressed, the countdown stops and the fixed time can
be seen on the display; return the servomotor to the
starting position with the help of the control panel;
further the following experiment can be performed.
Usually at laboratory work the ball is released by the
hand and try to turn on the stopwatch synchronously,
and stop the countdown when hitting the ball against
a metal cylinder. It is these actions that lead to a great
deal of error when doing research. The results of the
studies are shown in tables 1 and 2.
Table 1: Measurement of time of uniformly accelerated mo-
tion in the classical way.
No t, sec t(av), sec error, sec relative error, %
1 1.46 1.48 0.02 1.35
2 1.35 1.48 0.13 8.78
3 1.40 1.48 0.08 5.40
4 1.47 1.48 0.01 0.67
5 1.37 1.48 0.11 7.43
6 1.63 1.48 0.15 10.13
7 1.48 1.48 0 0
8 1.62 1.48 0.14 9.45
9 1.63 1.48 0.15 10.13
10 1.45 1.48 0.03 2.02
maximum error 10.13 %
Table 2: Measurement of acceleration time using an
Arduino-based device.
No t, sec t(av), sec error, sec relative error, %
1 1.432 1.458 0.026 1.78
2 1.489 1.458 0.031 2.12
3 1.458 1.458 0 0
4 1.455 1.458 0.003 0.2
5 1.468 1.458 0.01 0.68
6 1.430 1.458 0.028 1.92
7 1.442 1.458 0.016 1.09
8 1.486 1.458 0.028 1.92
9 1.457 1.458 0.001 0.06
10 1.469 1.458 0.011 0.75
maximum error 2.12 %
Studies have been shown that the measurement re-
sults obtained with an Arduino-based device have an
error of ve times less than the results obtained with
the classical measurement used in laboratory work. It
can be concluded that the use of microcontrollers can
improve the quality of the experiments.
This setting can also be used to measure free fall
acceleration. To do this, simply attach the sensors on
a tripod along the vertical line (figure 6).
In addition to producing a pre-fabricated installa-
tion, working on the project, the students conducted
research whose content went beyond the curriculum
of the profile school. To investigate the value of free
fall acceleration, five balls of different masses were
taken (figure 7).
The scientific research method used for this is
called extrapolation. Throwing in the air all the balls
in turn, you can get the value of the free fall acceler-
ation in vacuum, extrapolating the dependence of this
AET 2020 - Symposium on Advances in Educational Technology
192
Figure 6: Installation for the acceleration of the accelerated
fall.
acceleration for each ball in the air on the inverse of
their mass. That is, it is possible to determine the ac-
celeration of free fall for a ball of infinite mass, and in
this case it is possible to neglect the resistance of air to
the ball. As bodies with different mass used ordinary
table tennis balls with a diameter of 40 mm.
In order to measure the time of falling of different
balloons by weight, it would give the most accurate
result, it is desirable to achieve the greatest difference
in the masses of balloons. For mass change, they were
filled with different material (figure 7). Therefore, the
lightest used ball is empty and the hardest filled with
metal with small nails. The masses of the balls were
in the range from 3 g to 40 g.
A servomotor with a tube fixed by the holder (fig-
ure 6) was attached from above to a regular school
tripod, a mechanical button was attached to the bot-
tom, on which the ball would fall. With the help of
movable holders you can change the distance from
the point of launching the ball to the button, exper-
imenting with different height of fall. To insert the
ball into the button, and to prevent the heavy ball from
breaking into the iron holder and the floor, a shield is
attached to the button. Studies have been shown that
the measurement results are not affected by the shield.
After adjusting the device so that the ball falls ex-
actly on the button without the slightest deviation,
measure the distance and determine the time of free
fall of the balls. Studies have shown that the time dur-
ing which the same ball falls from its average by ap-
proximately 5 ms. This is due to the fact that the ball,
falling downwards, may deviate from the vertical on
which the central axis of the installation is located,
due to the moving air flows, or if the tripod oscillates
slightly at startup. Deflecting the ball each time falls
into a point different from the button on the shield,
which causes a time delay. Also the reason for the dif-
ferent values of time is that the Arduino processes the
information coming into the payment processor at dif-
ferent times, which causes the timer on the device to
work with delays. To minimize the time discrepancy,
we performed 15 measurements for all five beads and
determined the average fall time. They also set an av-
erage delay of 8 ms due to microprocessor processing.
Taking into account the above, and having worked
out the results of measurements, we determined the
acceleration of free fall in vacuum for the study room
of physics. The obtained value of the acceleration
of free fall in vacuum was equal to 9.8093 m/s
2
.
The research was presented at the competition for the
protection of research works of the Dnipropetrovsk
Department of the Junior Academy of Sciences of
Ukraine, the student who conducted the research was
highly praised by the jury and won the competition.
5 CONCLUSIONS
Students worked on the above projects under my
guidance. All manufactured devices work and are
used in teaching children. These examples demon-
strate the possibility of using microcontrollers and
compatible sensors during individual and team work
of children, for the manufacture of simple devices ac-
cording to ready-made instructions and devices that
allow scientific research, for the manufacture of toys
and measuring instruments used during physical mea-
surements.
With regard to physical measurements, it should
be noted that the use of automated devices is only
appropriate for measuring some physical quantities,
and should not be replaced by all classic measuring
devices. For example, when performing laboratory
work on the topic “Determining the acceleration of
accelerated motion” in grade 10, you need to mea-
sure two values time and path. To measure time,
it is advisable to use the above-mentioned device in-
stead of a stopwatch, since the human factor gives a
significant error that cannot be calculated in the fu-
ture, and the use of a ruler makes it possible to make
accurate measurements, to calculate the measurement
error, and to improve the ability and skills to mea-
sure length (width, height, path, distance, etc.). Also,
when measuring humidity, it will be correct, based on
the results of measurements of relative humidity and
temperature, to ask students to determine the absolute
humidity.
Therefore, the use of the Arduino hardware and
The Use of Software and Hardware Arduino for the Students’ Formation of Research and Engineering Competencies
193
Figure 7: Manufacture of balls to measure the acceleration of free fall.
software in educational and research activities is an
effective tool for increasing interest in such areas as
computer science, engineering, and physics. A com-
prehensive approach will allow students to be inter-
ested in the science of mathematics, solve modern
problems of engineering and electronics, as well as
develop their creative abilities. Working on your
own projects allows children to showcase their abili-
ties and present their projects at various competitions,
which further motivates young researchers. The de-
vices developed by the students allow to significantly
improve the accuracy of measurements during the ex-
periment, increase the level of theoretical preparation
for laboratory work, increase the general interest in
the laboratory work by the students by modernizing
the equipment and form new ideas about phenomena
and processes of physics.
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