Mystic 8-Ball
A modern take on the classic Magic 8-Ball! Students build and code their own interactive fortune teller using an Arduino and OLED screen. At the press of a button, it can predict dinner, weekend plans, study topics, and more. Best of all, students can customise the responses and make it uniquely their own.
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Curriculum
Students build and code an interactive digital Mystic 8-Ball using Arduino and OLED screens. Emphasizing software logic, students use block coding to master conditional statements, random number generation, and data arrays. They will bridge the gap between hardware and code, taking home their own functioning electronic gadget.
Subject Content
- Electronics & Circuit Design
- Programming & Coding (Arduino/C++)
- Mechanical Assembly
- Systems Integration
- Tools, Components and Work Safety
Course Outcomes
- Learn how electronic components communicate with a microcontroller (Arduino).
- Develop basic programming skills, including variables, functions, conditional statements, and user input.
- Understand random number generation and how computers make selections.
- Apply computational thinking by designing, testing, and debugging code.
- Build problem-solving and critical-thinking skills through hands-on project development.
- Explore creativity by customising responses, display layouts, and device behaviour.
Curriculum Alignment
The Mystic 8-Ball project has been mapped against both the Western Australian Curriculum (WACE) and the Victorian Curriculum F–10 (VCAA), covering Years/Levels 3–4 through 9–10. Full mapping tables — content codes, project application and general capabilities — are available to download below.
Western Australian Curriculum
Maps to Design & Technologies, Digital Technologies and Science across Years 3–4, 5–6, 7–8 and 9–10 — covering how forces and energy drive the build, component selection, design sketching, safe production, and evaluating the finished device.
WACE MappingVictorian Curriculum F–10
Maps to the Critical and Creative Thinking capability across Levels 3–4, 5–6, 7–8 and 9–10 — showing how the coding work builds questioning, idea generation, and evidence-based reasoning as students debug and refine their program.
VCAA Mapping