Matrix Challenge – Binary Logic Sequence

School: Etec Aristóteles Ferreira - SP
Number of students:18
Age:16 a 18 anos
Format:Em duplas
Activity length:1h50m
Preparation time:5h
Keywords:ArduinoBinary countingLED programming
Activity description

Logical sequence challenge. Assemble the circuit in Tinkercad, with three LEDs. In order to customize it, the group can choose different digital outputs. It was also asked of them to use different colors in each LED. Each exchange between numbers must happen every 1 second (1000ms). The goal is to build a logical timekeeper device in binary up to the number 7, as in the example:


Contents: To carry out this activity, the following prior knowledge was used: - To use the Arduino IDE software to trigger digital outputs; - To know how to assemble electronic circuits on a breadboard; - To know the main characteristics and know how to use the light-emitting diode (LED).

Lesson plan

Pedagogical goals

To plan and execute experiments with the realization of a project based on the assembly of circuits with electronic components. This prototype must be developed with the use and programming of the Arduino microcontroller.

Necessary materials

The class will be developed remotely, using the Teams application. Students will develop this activity using the software


- Assembling the PowerPoint presentation of the activity.
- Assembling the electronic circuit in Tinkercad
- Preparing the programming in the Arduino IDE.
- Testing the circuit
- Preparing the remote class and the assessment in Teams.

Conducting the activity

In previous classes, students learned how to program the Arduino microcontroller to turn on an LED by activating a digital output. Another skill that was part of the prior knowledge is the process of assembling the electronic circuit to turn on an LED on a breadboard.
For contextualization, the movie Matrix was used as a reference, where it was commented on the binary number system. In the first stage of the class, there was a dynamic in which the logic of this numbering system was explained.
As proposed in the practices of active methodologies, knowledge was built in partnership. Together, the students were instructed to build the sequence of a timekeeper from 0 to 7, using binary numbers that are represented with 0 and 1.
0 – 000 / 1 – 001 / 2 – 010 / 3 – 011 / 4 – 100 / 5 – 101 / 6 – 110 / 7 – 111

Discussion and reflection with students

The proposal was to ask students in pairs to build an electronic circuit with three LEDs, with different colors. These LEDs should be connected to the Arduino digital outputs and perform the binary sequence from 0 to 7. The logic should respect the following rule: When the number is 0 the LED must be off and with the number 1 the LED must be on. To carry out this sequence, the students used the Arduino IDE. The transition time between one number and another should be one second.

The circuit assembly and programming should be done in Tinkercad, as in the example:

Practice report

What went right

"Students were not allowed to view the example programming presented. That is, with this decision each pair should develop different proposals, and some pairs even researched different commands to use in the project. Another mandatory condition was to use the LEDs in different outputs and with different colors from the project presented. A task was created in Teams, where the pairs should post the link of the project developed. The deadline was one week. All groups managed to deliver the requested prototype, with different ways of assembling the electronic circuit and with the use of different programs. In the development process, the understanding and meaning of logical reasoning were gradual. In this way, when learning the binary numbering system, it was possible to progress and associate this knowledge with previous knowledge. When the appropriation of knowledge by the students occurs, it is possible to observe the transition from spontaneous thinking to scientific thinking. I was very satisfied with the result. When I returned the assessments, I told them that my expectation was that the students would take ownership of the project and build new meanings. There is no single correct answer, the important thing is to develop logical reasoning and seek solutions to solve problems. The exchanges carried out in the development of the activity allowed new questions and revision of previous knowledge. This movement causes transformations and the creation of new meanings of knowledge. An interesting factor observed in the assessment feedback is that the students were able to perform the activity in different ways. It can be noticed differences in the execution of the programming due to the previous knowledge of the student. Here are some examples: - In this pair, one of the students is a Systems Development undergraduate, so it is possible to notice more elaborate programming and commands that have not yet been presented to the students in the classes: -In this pair, one of the students is self-taught, in addition to remote classes, he seeks information in tutorials on Youtube to improve his knowledge. It is possible to verify that the programming uses commands that are a little more elaborate. -In these pairs, students used the knowledge they learned in class. The programming was done as requested and the result was totally satisfactory. Most of the students followed this same line, but it is possible to notice some differences in the circuit assembly, in the use of digital outputs, and in the colors of the LEDs.

What can be improved

I liked the result. No new ideas so far.


Name: Marcelo Florêncio


Subject: Electronics

About the author: Teacher at Centro Paula Souza