Students will understand cause and effect responses and the value of inputs and outputs by simulating trap line activation with Arduino Microcontrollers and light-emitting diodes (LEDs).

Alaska Computer Science Standards

3.CS.D.01 Define how computer hardware and software work together as a system to accomplish tasks (e.g., input, output, processor, sensors, and storage).

5.CS.D.01 Define, discuss, and model how computer hardware and software work together as a system to accomplish tasks (e.g., input, output, processor, sensors, and storage).

7.CS.D.01 Review, analyze, and evaluate device(s) and how other users interact with devices and recommend improvements to design.

Alaska Standards for Culturally Responsive Schools

B. Culturally-knowledgeable students are able to build on the knowledge and skills of the local cultural community as a foundation from which to achieve personal and academic success throughout life.

2. make effective use of the knowledge, skills and ways of knowing from their own cultural traditions to learn about the larger world in which they live;

&

E. Culturally-knowledgeable students demonstrate an awareness and appreciation of the relationships and processes of interaction of all elements in the world around them. 

4. determine how ideas and concepts from one knowledge system relate to those derived from other knowledge systems; 

A working knowledge of Arduino microcontrollers and IDE software (for programming and uploading to the hardware) is required. As noted in the procedures section below, Arduino provides several online tutorials:

• • 1. Getting Started with Arduino (provides hardware and concept information)

    2. Using the Arduino Software IDE (for offline use)

    3. Using the Arduino Web Editor (for online use)

The general safety guidelines for working with Arduino microcontrollers and all electronics include the following:

• Use proper wiring and connections to prevent short circuits and damage to components.

• Always unplug the power source before making any modifications to the circuit.

• Do not exceed the maximum voltage and current ratings for components and the board.

• Avoid touching the board or components when power is applied, to prevent electric shock.

• What do students notice about the switch and LED activity? What problems do you see with this circuit? (For instance, the LEDs do not remain on, so the only way you know the button is activated is if you are there seeing it as it happens - a better solution would be to use a limit switch or to latch the LED to an ACTIVE ON state with a relay.)

• Have students test their circuit and program by pressing the push button switch to simulate a trap being triggered. Make sure that the LEDs turn on and off as expected.

• Discuss how this technology can be applied to trap line monitoring in Alaska Native communities. Ask students to brainstorm other ways that push button switches and LEDs could be used to improve trap line monitoring or other activities in the community.

Arduino Microcontroller Option (requires additional lesson time if allowing students to design the code and circuit on their own):

• If students are unfamiliar with microcontrollers, introduce their concept and explain how they can be programmed and used to control motors, in addition to any number of electrical components (lights, switches, etc.)

• Provide a brief overview of the Arduino microcontroller and how it can be programmed to control motors.

  • Tutorials for educators can be found on Arduino's website:

    1. Getting Started with Arduino (provides hardware and concept information)

    2. Using the Arduino Software IDE (for offline use)

    3. Using the Arduino Web Editor (for online use; required for Google Chromebooks)

• Demonstrate how to connect the Arduino R3 Uno microcontroller, push buttons (x4), LEDs (x4), and 330ohm resistors (x8).

• Introduce the Arduino IDE and explain how to upload a basic program to control the motor. Provide each student with the Arduino Uno R3 kits and associated electronic hardware.

• Have students construct the following circuit with the supplied materials. This may be provided either as an overhead projected image or through class handouts:

• Next, using the Arduino Web Editor, students will develop a code so that when a push button is pressed, it turns an associated LED "ON" until the board is reset (the red push button switch on the Arduino Uno R3 board). A sample code that performs this task is provided below for reference.

• Have students test their circuit and program by pressing the push button switches to simulate a trap being triggered. Make sure that the LEDs turn on and off as expected.

• Discuss how this technology can be applied to trap line monitoring in Alaska Native communities. Ask students to brainstorm other ways that LEDs and Arduino microcontrollers could be used to improve trap line monitoring.

• Project Report: Have students write a report detailing their trap monitoring system design, including a description of the hardware components used and the code they wrote to control it.

• Circuit Diagram: Have students draw a circuit diagram of their trap monitoring system, including the push button switch, the LED lights, and any necessary resistors. Evaluate the accuracy and completeness of their diagrams. 

• Reflection: Have students write a reflection on what they learned about trap monitoring and how the use of technology can benefit their community.

• A fun way to make this activity even more hands on is to acquire a micro limit switch and attach it to a shoe box to simulate a trap being engaged. Simply adhere the switch to the inside of the box with the limit switch extending out from the box slightly (so that when it collapses, the switch is engaged), utilizing the same circuit fundamentals from the Manual Switch Option above. In this case, the LED will remain ON as long as the trap is engaged.