coding and making robots


session 1

Today we learnt about coding. we learnt that coding is very important to a robot, if you are not specific with your code the robot wont understand. If the code is said like this (turn around) then the robot will not understand. Here is a better and more specific code.

Turn left 90 degrees

that code is clear and easy to understand because you are telling the robot the direction and how far you need to turn.

In session 1 we also built robots out of little legos and connects. I was put into a group of three people to try and create a robot following the directions of an instruction book. My group didn’t complete our robot but we were close to finishing. I found it hard because you needed the exact same pieces as the instruction book said.

here are some of the things we need to make our robot and some parts of the robot.

 Here is the most important part of the robot. you type in the command so the robot can understand.

  here is the bottom part. It is where you attach the wheels so the robot can move around to your instructions.

This is all made out of amazing legos that come in alkl different shapes and sizes.

Session 2

Today we focused on finishing off the robots. We were told to pay attention to all the different parts of the machine and name lots of them, we found plugs, screens, wheels and pulleys.

If we had completed our robot we were also told to create a new design of our robot and write it in a diagram form so we could label and write down the forces, the different parts and what the different parts are used for.

here are some more photos and videos of our robot.

Session 3

Today in design we all completed the robots and started to make a design/diagram of the different sections and parts of the robots that we had finished making.

Here is a short clip of the progress of our robot.

 Here is my detailed design of the different parts of our robot (diagram.)




    In my opinion a robot is just like a rube Goldberg machine because they are programed to do simple tasks.

   A program to follow so that the robot knows what it is doing, some kind of power source such as environmentally based products, solar power and just general electricity. You would also need materials such as wood, metal, pipes and lots of wires to connect the power to the robot.

   A program is something we follow. Programing is almost like telling someone what to do or giving them instructions. Robots need to be programed to work other wise robots wouldn’t have a purpose.

Why do you think people invented robots?

I think people invented robots to do all the dangerous stuff so that humans don’t have to risk their lives. Robots also save us time. The people that the robots replaced would always take breaks and have sick days and probably get tired, robots never get tired or have any breaks so it saves us a lot of time.


Rube Goldberg Machines-

session 1

what is a Rube Goldberg machine?

A Rube Goldberg machine is a very complex machine that is designed to do a simple task such as pressing a button on a computer.

What happened?

Our task for the Rube Goldberg machine that me and my group made was to put a piece of paper in a bin, tub, cup etc.

What materials I used

For my machine I used pipes, string, car, paper (scrunched up) a wooden board to hold the pipe up and 30 cm of tape.

My design

In my design I included the forces that are used like centripetal force and also the momentum that pushes the machines object to the place it needs to be. I also included a clear diagram with lots of little words explaining the parts and what they are meant for on the sides.

The machine.

The machine was made out of a wooden stand with a pipe attached to it and a piece of string used as a pipeline to get a cup of paper from one side to the side with the bin in it.

How I found it?

At first I found it hard because I couldn’t make the different pieces attach properly and stay there so me and my group got some zip ties and used them to hold the pipes and string together.

Session 2

Today in design 5a 5b and 5c broke off into different groups to do different tasks based around our main idea ” rube Goldberg machines.” 5b were making rube Goldberg machines out of Legos. There were different little machines inside the big machine such as Levers, pulleys and ramps.

The aim of the task was to create a working machine and to join with another groups machine. I found it quite hard to find all the right pieces because sometimes we had to find substitutes. A substitute is just like if I needed 2 lots of four on a block If I couldn’t find that piece I  could use a 4 lots of 2.

here are some of the photos that I took of the Lego machines.

 here is the foundation of the machine.

 here is a photo of our finished machine.

Here is our working machine.

Session 3

Today in design we did 5a’s challenge and created machines out of konex. we had instructions from a instruction book to tell us what to get, what to make and how to do it.

My group made a weight weigher with a stable stand and a ramp.

we followed the instructions very carefully and this was what the first parts looked like.

  Here are the instructions for the weight weigher.

  Here are all the things that we needed to build our machine

Our end result was very stable and managed to hold some heavy objects. the difficulties that occurred while making this machine were connecting pieces and following the book instructions carefully because we ended up missing out 1 or 2 steps. next time we could improve by accuracy.

session 4

today in  design was the final challenge. we had to join our Lego and knex machine together to form one big working rube Goldberg machine. I found it hard at first because we had to rebuild our knex weight weigher and it took a long time to build, the  knex that we used were all different shapes and sizes so they helped us to do different things.

here are some videos and photos of our first rube Goldberg machine made out of knex.

This is my fail. Fail stands for First Attempt In Learning.

Session 5

Today in design we started to draw our designs for our groups final rube Goldberg machine. In the design we had to include the forces/momentum, materials/ things we might be able to use for our rube Goldberg machines and a diagram with information about the different parts of the machine.



Investigating friction

What is friction and what does it do?

Friction is the force that determines what will happen when a certain object goes across or moves on any particular surface. An example is when a car drives on a wet surface it will be expected that it slips because the liquid creates a barrier over the top of the surface.

What surface has less friction or more?

For my test the tennis court was the surface with the least amount of friction because the less amount of friction you have the more of a gravitational push you get.

We will keep the same:

Wheels, weight and car it just depends on the gravity and surface.

Test 1: Oval:The time was 5 seconds and 57 mili seconds.

Me and my partner noticed that the more sideways the car went the slower it went because its disturbing the car because when it goes straight it goes faster because the wind is pushing it forwards.

test 2: Quad: The time was 6 seconds and 42 mili seconds.

Me and my partner noticed that car went sideways again but instead of slowing down it went a lot further.

Test 3: Tennis courts: Me and my partner noticed that the car went smoother on the courts because it was a smooth concrete surface that made it go fast and made it go a longer way because when it goes fast it is most likely to go faster.

Test 4: Long jump pit: exactly 4 metres

Me and my partner noticed that the bigger the bumps the more of a challenge it would be for the car to go over because it takes up time, speed ad power to get itself up the big bumps which would cause it to either fall down or go really slowly and not go far.

Here is my bar graph and my times/distance.

 Here is my bar graph. It explains how long the distance was, measured in centre metres and metres. It also explains the longest and the shortest distance.

 Here I explain what surface, the time and the distance of how far the car went. It is helpful to keep a record of the time, distance and surface because then you can figure out the difference.



Sorting Quadrilaturals

Here are my pictures from our sorting quadrilaterals task



means when two sides stay the same and never grow closer or further apart.


When two sides are connected.


The same in every way.

obtuse angle

no smaller than a straight angle but no bigger than a right angle.

Right angle

Quarter of a turn.

Acute angle

no bigger than a straight angle and no smaller than a right angle.


two sides that are facing each other but are not cemetrcal.


Drama Play-the lake

In Drama we worked on a play in groups of 5-6. The performance we had to learn was called the lake. The lake is a dark and gloomy place where no-one goes, the challenge was to create mood, sound and space to make up the best play. In my group we had two narrators, 2 cans and two creepy dolls. Something my group could do better  next time was have better sound effects. Sound effects are important because then the audience gets a clearer picture of who/what you are, the setting and the mood.

Wood Works Incursion

Today 5b went on an incursion to the year 6 classrooms. A man called Anatoli the founder of craft powers came to talk to us about woodworks. Anatoli taught us how to make cars of thin timber, we used thin bladed saws to cut through the timber. I found it challenging because the saw would not go in a straight line while cutting through the timber. I learned that when you cut through wood you always cut downwards because it is easier, faster and safer.

   Here is a picture of the class learning about the safest environment to do wood works.

I really enjoyed learning about wood works because I have done it before and it is good to improve on things. Today I learnt how to cut wood properly and how to saw through wood without getting hurt.

I hope that when I get to do this again if I get to do it I will improve on sawing neater lines.

Centripetal Force

Today in design we did an experiment. The experiment was called Centripetal force, Centripetal force is mainly to do with pushing the force. The experiment was that we had to fill a large bucket up a quarter of the way and spin it round and round three times without spilling the water. My first reaction was this is never going to work and the water will easily spill, I was wrong, we were spinning the bucket round so fast that the water was being pushed to the bottom of the bucket. My shoulder was the main power that was creating the force and keeping the water inside the bucket. It is just like those spinney rides at the park that go round and round and push you back so that you have to hold on. Here is a small clip of me spinning the bucket around.

In the video it shows me spinning the bucket round and round. you don’t know that the water is in the bucket until the end when I tip it out.



Roller coasters

Design session 1

Today we did a design session on Roller coasters. In this session of design we learnt about what was behind the making of a roller coaster. I found it interesting because I never new how much effort was put into making a fun ride for people to enjoy. First we got our design books out and drew a design. In our design we had to include a drawing of a roller coaster and labels around it so we could clearly see what we wanted to happen and what momentum we needed so that the cart could complete the coaster. I was wondering if there is gravity how could the cart stay on the roller coaster and not fall off? later on I found out that there is a force called centripetal force. Centripetal force is when something is going so fast that whatever surface or angle it is on it won’t fall off unless you go slower because when the cart goes round the loop it will be going so fast that the marble can’t fall out because it will be being pushed back.

Here is my completed design. It has a clear design and lots of labels around it to describe the momentum and what the pieces to make the roller coaster are for.

Design session 2

Today in design I got to start to make my roller coaster. The materials that we got to use to make our roller coasters were tubes, funnels, cardboard boxes and some masking tape to keep it together (we were told to use as little amount as possible). The aim was to have the marble complete a loop and to make a roller coaster and not a marble roller. The difference between a roller coaster and a marble roller is marble rollers only go down and roller coasters can go up, down and through the loop. I noticed that making the roller coaster was harder than I thought because it’s hard to keep the roller coaster standing. I also found it challenging because some of the tubing materials that I used weren’t connecting together and when I bent them the path that the marble roller was supposed do go through wasn’t big enough so I didn’t bend it that much and the marble roller went straight through smoothly with no problems at all . At the end of the design session I realised that most of the materials I had found I probably wouldn’t use so I got rid of most of the materials.


Design session 3

Today in design I found out that the amount of tape that I was using wouldn’t hold the roller coaster in place. The roller coaster fell down so I had to redesign my roller coaster to make it more stable. I found out that putting a box around the roller coaster would help it stay put and it is easy transport but I had to keep in mind that it should look like a roller coaster and not a marble roller.

Design session 4

In this session of design I was focussing on blogging, taking photos of work in progress and working on my design. I took photos of my improved design and my roller coaster. In my blog post I had to improve explaining about the forces and the other challenges that I had with materials, building and redesigning my roller coaster and my roller coaster design.

Design session 5

Today in design I worked on my roller coaster design. I improved on it by adding these three things at the bottom, I added force, motion and speed.

   I Put up a video of the first part of my roller coaster. In the first part of the roller coaster it shows the marble going down the slope and through the hole at the bottom. I am thinking of putting in a plastic tube but I am worried that when I bend it to create the loop there will not be enough space for the marble to run through smoothly.


Session 6

Today in design I worked more on my roller coaster. I added the loop but it came back to the problem that I had before, the problem was when I bent the tube there was not enough space for the marble to run through so I decided to not bend the tube as much as I did, this caused a big enough space for the marble to go through. Here is a short clip of what I added to my roller coaster.

Design session 7

Today in design I worked on speed to get the marble through the loop. I had difficulty with helping the marble go faster.

  The books are helping the tube stay upright because the tube creates power for the marble to complete the loop.

  This is one of the parts that I was struggling with because the tape wasn’t strong enough to hold the two pipes together to keep them connected. I solved this problem by using a zip tie. I made the zip tie tight but not too tight so that it would squeeze the pipe so the marble couldn’t run through, this is what it looked like in the end.

   This is where the marble gets stuck. The marble gets stuck because it didn’t have enough power from at the start, that’s where the books and the box came in. I used these so the pipe could go up straight and the marble will quickly go down to cause power for the marble to go through the loop without any problems at all.

Something that I could work on next time is speed, power and stabilisation. I could work on these three key elements because where the tubes/pipes met it didn’t stick.

Session 8 and 9

Today in design I restarted my roller coaster because it wasn’t working so I decided not to use the box because it made it look to much like a marble roller.

 Here is my new design. It includes the group that we joined withs roller coaster.

I also worked a lot on making sure that the roller coaster worked every time so that whenever someone wanted to try it out we would save time not having to redo it.

here is our finished roller coaster. I am going to talk about some of the main focuses and the important parts of the roller coaster.

 Here is the stand, the stand holds the roller coaster together so that it doesn’t fall down.

 Here is the start of my roller coaster. It starts on a vertical angle so that it can gather enough momentum so the marble can complete the loop.

 Here is my loop. My group had to use a box to hold the loop up and to have height so that it was a proper loop.




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