Students create projects that introduce them to Arduino—a small device that can be easily programmed to control and monitor a variety of external devices like LEDs and sensors. First they learn a few simple programming structures and commands to blink LEDs. Then they are given three challenges—to modify an LED blinking rate until it cannot be seen, to replicate a heartbeat pattern and to send Morse code messages. This activity prepares students to create more involved multiple-LED patterns in the Part 2 companion activity.

In the companion activity, students experimented with Arduino programming to blink a single LED. During this activity, students build on that experience as they learn about breadboards and how to hook up multiple LEDs and control them individually so that they can complete a variety of challenges to create fun patterns! To conclude, students apply the knowledge they have gained to create LED-based light sculptures.

Students learn how to build simple piezoelectric generators to power LEDs. To do this, they incorporate into a circuit a piezoelectric element that converts movements they make (mechanical energy) into electrical energy, which is stored in a capacitor (short-term battery). Once enough energy is stored, they flip a switch to light up an LED. Students also learn how much (surprisingly little) energy can be converted using the current state of technology for piezoelectric materials.

Students put their STEAM knowledge and skills to the test by creating indoor light fixture “clouds” that mimic current weather conditions or provide other colorful lighting schemes they program and control with smartphones. Groups fabricate the clouds from paper lanterns and pillow stuffing, adding LEDs to enable the simulation of different lighting conditions. They code the controls and connect the clouds to smart devices and the Internet cloud to bring their floating clouds to life as they change color based on the weather outside.

This course is a three-part series which explains the basis of the electrical, optical, and magnetic properties of materials including semiconductors, metals, organics, and insulators. We will show how devices are built to take advantage of these properties. This is illustrated with a wide range of devices, placing a strong emphasis on new and emerging technologies.
The first part of the course covers electronic materials and devices, including diodes, bipolar junction transistors, MOSFETs, and semiconductor properties. The second part covers optical materials and devices, including photodetectors, solar cells (photovoltaics), displays, light emitting diodes, lasers, optical fibers, optical communications, and photonic devices. The final part of the series covers magnetic materials and devices, including magnetic data storage, motors, transformers, and spintronics.
This course was organized as a three-part series on MITx by MIT’s Department of Materials Science and Engineering and is now archived on the Open Learning Library, which is free to use. You have the option to sign up and enroll in each modules if you want to track your progress, or you can view and use all the materials without enrolling.

Students complete three different activities to evaluate the energy consumption in a household and explore potential ways to reduce that consumption. The focus is on conservation and energy efficient electrical devices and appliances. The lesson reinforces the relationship between power and energy and associated measurements and calculations required to evaluate energy consumption. The lesson provides the students with more concrete information for completing their culminating unit assignment.

Students make their own design decisions about controlling the LEDs in a light-up, e-textile circuit, plush toy project that they make using LilyPad ProtoSnap components and conductive thread. They follow step-by-step instructions to assemble a product while applying their own creativity to customize it. They first learn about the switches—an on/off switch and a button—exploring these two ways of controlling the flow of electric current to LEDs and showing them the difference between closed and open circuits. Then they craft their creative light-up plush pals made from sewn and stuffed felt pieces (template provided) that include sewn electric circuits. Through this sewable electronics project, students gain a familiarity with microcontrollers, circuits, switches and LEDs—everyday items in today’s world and the components used in so many engineered devices.

Students are introduced to the correct technical vocabulary for lighting, which is different than layperson's terms. They learn about lamp (light bulb) technology and how to identify the various types of lighting in their spaces. They are also introduced to lighting controls as a means for saving energy- reducing costs, human energy consumption, and greenhouse gas emissions on the environment. Using an accompanying worksheet, students embark on a guided audit in which they survey the lighting in their classroom and identify the potential savings from using controls.

Students measure the light output and temperature (as a measure of heat output) for three types of light bulbs to identify why some light bulbs are more efficient (more light with less energy) than others.

Students learn how to set up pre-programmed microcontroller units like the Arduino LilyPad and use them to enhance a product’s functionality and personality. They do this by making plush toys in monster shapes (template provided) with microcontrollers and LEDs sewn into the felt fabric with conductive thread to make circuits. At activity end, each student will have created his or her own plush toy, complete with LEDs that illuminate in a specified sequence: random twinkle, blink, heartbeat and/or breathing.

This course links clean energy sources and storage technology to energy consumption case studies to give students a concept of the full circle of production and consumption. Specifically, photovoltaic, organic photovoltaic, piezoelectricity and thermoelectricity sources are applied to electrophoresis, lab on a chip, and paper microfluidic applications–relevant analytical techniques in biology and chemistry. Hands-on experimentation with everyday materials and equipment help connect the theory with the implementation. Complementary laboratories fabricating LEDs, organic LEDs and spectrometers introduce the diagnostic tools used to characterize energy efficiency.
This course is one of many OCW Energy Courses, and it is an elective subject in MIT’s undergraduate Energy Studies Minor. This Institute-wide program complements the deep expertise obtained in any major with a broad understanding of the interlinked realms of science, technology, and social sciences as they relate to energy and associated environmental challenges.

Light up your love with paper circuits this Valentine’s Day—no soldering required! Create a sure-to-impress flashing birthday card or design a light-up Christmas card—all with paper circuits! In this activity, students are guided through the process to create simple paper circuitry using only copper tape, a coin cell battery, a light-emitting diode (LED) and small electronic components such as a LilyPad Button Board. Making light-up greeting cards with paper circuitry is great way to teach the basics of how circuits function while giving students an outlet to express their artistic creativity.

This course covers the theory, design, fabrication and applications of photonic materials and devices. After a survey of optical materials design for semiconductors, dielectrics and polymers, the course examines ray optics, electromagnetic optics and guided wave optics; physics of light-matter interactions; and device design principles of LEDs, lasers, photodetectors, modulators, fiber and waveguide interconnects, optical filters, and photonic crystals. Device processing topics include crystal growth, substrate engineering, thin film deposition, etching and process integration for dielectric, silicon and compound semiconductor materials. The course also covers microphotonic integrated circuits and applications in telecom/datacom systems. Course assignments include four design projects that emphasize materials, devices and systems applications.

Students download the software needed to create Arduino programs and make sure their Arduino microcontrollers work correctly. Then, they connect an LED to the Arduino and type up and upload programs to the Arduino board to 1) make the LED blink on and off and 2) make the LED fade (brighten and then dim). Throughout, students reflect on what they've accomplished by answering questions and modifying the original programs and circuits in order to achieve new outcomes. A design challenge gives students a chance to demonstrate their understanding of actuators and Arduinos; they design a functioning system using an Arduino, at least three actuators and either a buzzer or toy motor. For their designs, students sketch, create and turn in a user's manual for the system (text description, commented program, detailed hardware diagram). Numerous worksheets and handouts are provided.

Students use potatoes to light an LED clock (or light bulb) as they learn how a battery works in a simple circuit and how chemical energy changes to electrical energy. As they learn more about electrical energy, they better understand the concepts of voltage, current and resistance.

Students imagine they are stranded on an island and must create the brightest light possible with the meager supplies they have on hand in order to gain the attention of a rescue airplane. In small groups, students create circuits using items in their "survival kits" to create maximum voltage, measured with a multimeter and two LED lights. To complete the activity, students act as engineers by using the given materials to create circuits that produces the highest voltage and light up the most LED lights. They apply their knowledge of how voltage differs in a series circuit and a parallel circuit to design their solutions.

Students learn about traffic lights and their importance in maintaining public safety and order. Using a Parallax® Basic Stamp 2 microcontroller, students work in teams on the engineering challenge to build a traffic light with a specific behavior. In the process, they learn about light-emitting diodes (LEDs), and how their use can save energy. Students also design their own requirements based on real-world observations as they learn about traffic safety and work towards an interesting goal within the realm of what is important in practice. Knowledge gained from the activity is directly transferrable to future activities, and skills learned are scalable to more ambitious class projects.

Students take what they know about materials, optical properties and electrons to the next level—to see how semiconductors can be used to augment light. First, they learn how light-emitting diodes (LEDs) work, which helps them to think critically about a real-world problem they are asked to solve later in the activity as if they are practicing engineers. The challenge: To design an improved LED headlight that lights the roadway without distracting oncoming drivers and passengers with the harsh, bright white light seen in many cars today. Students research the problem via an online video, article and interactive simulation, learning all about quantum dots. Then teams use small LED flashlights and pieces of red, blue, yellow and green acetate to independently experiment to come up with a model that has the potential to improve the measured visual quality of bright white LED light—their solutions to the headlight challenge.

Students learn about homeostasis and create models by constructing simple feedback systems using Arduino boards, temperature sensors, LEDs and Arduino code. Starting with pre-written code, students instruct LEDs to activate in response to the sensor detecting a certain temperature range. They determine appropriate temperature ranges and alter the code accordingly. When the temperature range is exceeded, a fan is engaged in order to achieve a cooling effect. In this way, the principle of homeostasis is demonstrated. To conclude, students write summary paragraphs relating their models to biological homeostasis.

The above video is from the online course which I am undergoing on Learner Centric MOOC by SWAYAM .This video explain about What is LeD, Why Led is important and also tells about how and when to create a LeD