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

Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine

Kryvyi Rih Science Lyceum of the Kryvyi Rih City Council in Dnipropetrovsk oblast, 32A Volodymyra Velykoho Str., Kryvyi

Rih, 50071, Ukraine

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).

https://orcid.org/0000-0002-1003-930X

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

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 ﬁve 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

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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