Smart City Solutions with STEM-Smart Parking


Every day, an average of 15 thousand vehicles enter our district of Beyoğlu, the heart of Istanbul. That’s why we thought we needed to find a solution to the extra traffic congestion that occurred while looking for parking. Based on this problem, we thought of designing a mobile phone application. With our application called Smart Parking, vehicles will be able to see the occupancy rate in the parking lots without entering the traffic. This app will also allow users to make reservations. Students created the correct algorithm for the solution of the determined problem. The students were divided into two groups and designed a parking lot model. A group digitized the model with the Tinker Cad application. The other group made a car park model out of cardboard. They first worked on these parking lot prototypes they designed. An image processor was built into the parking lot prototype. Codes were created using the Raspberry Pi and it was ensured that the empty and occupied areas in the parking lot were detected. Students classified vehicles according to their types and calculated the approximate area of ​​a vehicle coming to the parking lot using rectangular area formulas. Using the rectangular prism volume formula from the volume formulas of three-dimensional objects, students approximate the volumes of these tools. With the calculations made, they found how many vehicles can fit in a parking lot with a certain area and volume. The students were divided into two groups, one group was called dystopia and the other group was called utopia. They imagined how this problem would look in the future world. Students wrote dystopia and utopia stories about the parking problem. The stories written were made into e-books. They learned the definition of artificial language. They analyzed the impact of technology on our needs and emotions, and the impact of our emotions and needs on technology. They understood the importance of bringing practical solutions to life problems in the formation of artificial languages. They realized that new professions envisioned in the fields of science, technology, engineering and mathematics are now closely related to coding and mathematics.

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Technology Lesson Outcomes

Develops an algorithm for the solution of the determined problem. Creates a Smart Park algorithm within the scope of Smart Cities design. Algorithm; The way designed to solve a specific problem or achieve a specific goal. A set of finite operations defined to do a job in mathematics and computer science, starting from an initial state and ending in a clearly defined end state. Define the relationship between mathematics and computer science. Describe the ways computers use smart behavioral models. Recognize the interface and features of the block-based programming tool. Describes the functions of a program presented in a block-based programming tool. Arranges a program presented in the block-based programming tool by developing it according to the given criteria. Creates programs that include decision structure. Generates solutions to complex problems using different programming structures. Creates programs that contain the loop structure. Selects the most appropriate decision structures to adapt an algorithm. It reveals the differences of human and machine in communication and thinking. It creates an original project that includes all programming structures. It uses a program for a specific purpose and analyzes the results by plotting the results of the operation. Organizes and exhibits the products created with the project in a video and presentation program environment.

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Mathematics Lesson Outcomes

Identifies the relationship between Mathematics and Information Technologies disciplines. Understands that mathematics is a modeling tool. Express the relationship between mathematics and software. Understands that mathematics is a modeling tool. It sees mathematics as a communication technique. Express the relationship between mathematics and software. Equations are used to estimate the amount of data in a code. Uses the Fourier Layering method to obtain information in camera footage. complex templates can be simplified and analyzed thanks to this transformation. Understands the calculation of distances in cartography method with the Pythagorean theorem. It can create graphics, draw, model, and calculate with mathematical software.  Can perform mathematical operations such as creating matrix and making operations on it, creating functions, drawing 3D graphics. With GeoGebra, it can model geometric shapes and properties of objects such as perimeter, area, angle and length, and the relationships between them in a concrete form. By adding photos to the background, one can associate many things that happen in our life with parabola graphics. Uses transformations and vectors in the coordinate plane in problem solving. Relate the properties of geometric shapes mutually. Uses geometry in explaining and making sense of the environment and the universe. Understands the relationship of sets theory, relations and functions in the field of database design. Understands numbers, algorithms and matrix operations in the field of data structures and algorithms. Uses algorithm analysis and probability theory in the field of algorithm analysis.

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Literature Lesson Outcomes

Learns and applies scientific research methods. Makes an effective presentation. Recognize the dystopia and utopia literary genres. Prepare a presentation by choosing one of the popular dystopian utopias. Learns to use web 2.0 tools while preparing the presentation. Prepare word cloud and poster. Becomes the defender of the country of his dreams in research with 6 hat technique. He gets used to the drama about it. As a result of the studies, the class was divided into groups of six according to the reverse of the research subjects. Each group creates a utopian and dystopian world in its own way. He initially takes the general framework with techniques such as mind mapping and then writes the imagination. After the systems are established, the owners of both worlds create products that reflect the life in their own countries. They can prepare models and design posters. They prepare their current stories in the form of a booklet. Story Writing: A single story is created from different stories. Considering the different possibilities, “What would have happened if there were no …?”

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A story is written that answers the questions. The story written is animated. Writing a fantastic story: A new imaginary adventure of a fairy tale hero that is read or listened to / watched is written. Different fairy tale heroes are brought together in a single fairy tale or the adventures of the fairy tale hero are adapted to the present day. Students turn the stories they write into comics. Based on the story they wrote, they make inferences about what can be done to preserve a planet’s vital features. The words to be associated with the subject of the lesson are listed, through these words they compile the information in the process and express them verbally.

About the author: Bilge Yılmaz is a mathematics teacher at a high school affiliated to the Ministry of National Education in Istanbul. Scientix and eTwinning Ambassador. In Turkey, she worked three years on a model for STEM education.

Tags: smart cities, image processors, smart parking, STEM, creative writing, smart city solutions, dystopia, utopia, raspberry pi, algorithms, design thinking

This entry was posted in 2021 and tagged , , by byilmaz. Bookmark the permalink.

About byilmaz

Bilge YILMAZ I have been working as a Mathematics Teacher (Istanbul, Turkey) since 2008. I love teaching. I also have an Computer Technologies Counseling Education. I have been doing eTwinning projects for 8 years. I am a Scientix Ambassador and also work as the Istanbul eTwinning Ambassador. I have done STEM, eTwinning, EU youth projects, Environment and Social Responsibility and Mathematics projects and workshops. I am interested in doing STEM projects.

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