scratch

Session 1

session 2

today we had to down load the internet scratch and make a account because the online account has more blocks to use and you can see other peoples work. we started to make a sprite (that is the character that you program) dance. I first started of with a tutorial witch takes you step bye step through the proses on how to program it. I chose the sprite, it was a monkey. the sprites come with there own costumes some have dancing costumes and some have costumes that match the sprite that you pick. I used more than one sprite 3 sprites. also the sprits came with a sound but I recorded my own sound of another device. I found out how to record a new sound. here is a video of my dance party!!!!!

the video will not upload so ill try again later

session 3

today we got a new challenge, we were only aloud to use 10 blocks and the ten blocks were written on our sheet and you were aloud to use the blocks more than once as long as there the specific ones on the sheet. here is a screen cast of my program and finished product:

in this recording at the bottom it shows the ten blocks that we got to use. I learnt out what the show and hide blocks do and the set size and lots more of the ten blocks. show, means that it will show your sprite and hide does the opposite, it hides the sprit. set size sets the sprites size to the specific amount that you write in to it and then changes the size of the sprite to the amount that you have put in. I found this challenge really fun and it also helped me with understanding some new blocks and how to use them so that I can put them into some of my future projects.

session 4

today in design we got to look around at some projects and we learnt how to save them into a studio and we can have sections in our studios, like one studio could be for games and another could be for animations. I saved 5 things in two studios one called animations and one called game, here is what I saved that interests me:

GAMES:

I saved one in games

ANIMATIONS:

and I saved four in animations.

I found that todays activity helped me to find something to inspire me to make my own remix or something close to one of the 5 projects.

 

Allegro Day

Today was a special day, We had allegro day. Allegro day is a day were all the year 5 travel to senior school with there instruments and practice the songs that they have been learning from the past Term or both two terms so far, then we perform a concert to the parents and teachers as one big band. I found this a great experience, it has helped me with learning the violin, the allegro program was a big help to me with learning the violin. I found that the concert at the end was the most fun of it all, also the GAME ON game was really fun. Over all I found this a great day!!!!

 

 

 

Maths

 

Micro Worlds

Session 1

in todays design session we did something a bit different, we did micro worlds. The challenge this time was to write your initials. Mine are M.H so I think the most challenging bit will be getting the turtle in to the correct position to start the letters. So far I have got a bit of the m done. I found it very challenging to get it into the correct spot as I predicted, this took up most of my time so now I don   it looks like this:

session

 

 

Kites investigation

 

Lego Robotics

session 1

Today in  design we were learning about coding. First they gave us a example and the names of the different types of coding, pseudo coding is the one we are using. For the Example, one of my class mates went into the middle of the circle blind folded and we each had to tell her to do some thing and it needed to be very descriptive, eg: lift right leg 20 cm, in code this would be: LRL20 . Later we got given a sheet of paper and we had to right in commands to make a friend do a simple task. mine was to open a book, It was successful

Session 2

In design today, we got put into our groups and given some instructions  and we were sent of to make our first ever real robot. The robots were made out of Lego. there were special bits that you don’t get in a normal Lego set, there were motors and the brain for the robot, the brain is like a mini machine, here’s a picture of the brain and the Lego parts:

I found that the challenging parts were, looking for the correct pieces to build with and also putting the pieces together the right way around. Here’s a photo of the robot so far:

Session 3

In design today we were working on finishing our robot. we found that the main hard parts were when we were trying to find the correct pieces, the main one that everyone could not find was a small red L piece, the teachers had to go to the makers space to find a extra box of Lego and then we could find the piece that we had been looking for. Here is a video on us all making the robot, we finished the hole robot but the cable witch we just had to clip on:

Session 4

in todays design session I was drawing detailed picture of the EV3 we made and labelling it. Here is a video:

Session 5

in this design session we started programming our robots/EV3. The teachers showed us the app on our computers to do programming, to see your programming on the EV3 you must use a special cord that will transfer the programing onto the EV3 from your computer. We had to make sure that we all save our work with our names and labelled with day or try it is on the robot because you can get your programming mixed up with another persons in your group and, if this does happen you might lose your work, so you must be very careful. We got5 to play around with the programming, they are sections colour coded, we could only use the green section. I ended up getting the robot to move forward and turn really fast. I did not get any photos or videos because my computer had run out of charge.

challenges

session 1

in todays design session we did some challenges witch were: in seconds, rotations, degrees we had to make the robot go forward and backwards. I found that it was hard to get the robot to move backwards. It ended up working by the end of it, click the link below to see a video of it working properly:

 

session 2

in todays design session I am working on the rotations. I found it a lot easier because I had learnt the seconds and the seconds is similar, not the exact same but similar to the seconds. it took me lots of tries and hard work, the robot was going forward a little and then back to far. here is a video of the rotations challenge working:

session 3

in todays design session I focused on the last challenge with the three different challenges, degrees. I found that this one was a bit more tricky to the others because it had a lot of new tiles to fill in and I found this hard to understand. at first it was spinning in circles because I had not changed a number in one of the tiles witch made a big difference when I did. here is a video of the working product:

session 4

today we got a new challenge, it was to make the robot go in baseball diamond. so far my robot is going forward turns 90 degrees then goes forward again and turns less than 90 degrees witch means that it is not yet going in a baseball diamond. My goal for next week is to fix up the turns and get it to go into the square and then continue on with the other challenges for the robot.

session 5

today in design I was trying to finish of the baseball diamond challenge. the program was hard to get the robot to turn 90 degrees, at first I put in 90 thinking that this would mean that it would turn ninety degrees, but it turned to far, so then I thought that it must be around fifty because fifty is halve one hundred, when I tried this it ended up working. I have one block making the robot turn and another making it go straight, this repeats.  Here is a video of the baseball diamond challenge:

here is a photo of the program:

this is not the full program this is two blocks of it, I only am showing two blocks because these two blocks keep repeating.

also in todays lesson I got another challenge done, the challenge was to make robot  go in a circle around a sitting Stoll. The challenge was surprisingly quite easy, I used rotations. It was easy to judge witch number to put in because the number that I put in showed the turning amount from above on a arrow, the arrow might point left or right if its minus or plus. I didn’t want the robot to have to much momentum because then It would hit the stool . I got the robot to go around the stool in the end, here is a video of the finished product:

session 6

session 7

I found it really hard to get the robot to turn around right after it  hit the wall, it kept on waiting a while or when it hits the wall it keeps on going straight and banging into it, I’m still working on the program.

line following challenge:

session 1:

today in design we got set a new challenge and the challenge make a program that follows a black line. First we tested it on a straight line then we moved to trying to get it to do a full circle, my robot did not yet do the circle:

 

session 2

I was away at footy

session 3

today we had to print of our programs because we copied them of the bored but because we did that we had to learn what each block means so we glued the programs into our books and then we had to write down witch each one meant with a arrow pointing to it. We had to explain what every block means and what the things that are in side it mean. here is a picture of my explanation :

Rube GoldBerg

session 1

Today in design we made Lego Rube Goldberg machines. our teacher photo copied the instructions, there were lots of different parts in this Lego project so we got a specific spot in the rube gold berg project. me and my partner got part 10, we had to make a ramp. the instructions didn’t say every thing that we had to do specifically, so we had to look really carefully in case we missed something. the hard bits were when we had to cut out the paper ramps, they were really hard cut the exact way the instructions said too. another hard bit was when we were looking for the pieces in the tub because either there weren’t enough or there wasn’t one.

here are some photos and videos of our ramp:

later we had to join our ramp with another groups part in the machine, we joined two groups. in the first group the marble would roll down our ramp and then hit a bit of Lego, and that bit would move back and it is connected to a machine, that when the marble hits the bit of Lego the bit  will spin  upside down creating a sign to pop up, here’s a video:

Session 2

I was away that day.

Session 3

Today we had the task of making a pulley. I Got some instructions and a partner. The instructions had three different parts, 1 with a single pulley and another with 2 pulleys and one more with 4. We got all 4 done. the main tricky bits was when we had to tie the rope of the pulley to the container.

Here is a Video of making the finished product and the instructions:

The materials were:

Next time I would try and make it higher up and see if it still works.

Session 4

In todays design session we were aloud to finish of any of the things we didn’t get to finish in the past three sessions. I was not there in the Kinetics session so a group let me join there’s. The groups one had been destroyed into bits so we had to start again, witch meant that I could see the whole process. We made a weigher. The tricky bits was following the instructions correctly and also finding the pieces of kinetics. Here’s a video of my group and I making the weigher:

session 5

today in design we all got put into our rube Goldberg groups and started our designs for the main Rube Goldberg machines. My groups purpose for the machine was to put music on and put money in a piggy bank, I did not get any photos or videos because my computer was out of charge. I think that a thing that will go wrong when we make our machine is the part were there a pulley and the pulley falls with a truck in it and hits a marble witch is meant to move forward a little bit then go down a ramp, I don’t think the marble is going to move.

session 6

In todays session in design my group and I kept going with our designs my group and finished of our designs. The design needed to be detailed a lot. I wrote down every detail I could think of that was included. We have decided what the music will be playing for our machine, it will be by The fat rat called: UNITY

session 7

in this session me and my group fine lined our designs and have shown the teacher, now we get to start building our Rube Goldberg machines. a group member had some really big boxes at home so they brought them in. we cut a hole at the top of the box big enough to fit in a marble, we made a ramp for the marble to role onto, we made a pulley for a car to fall into. Here’s some photos and videos:

behind this video you can sort of see the box we are using.

session 8

today we decided to take away our pulley, because it kept on breaking and was hard to fit inside of a box. In stead of the pulley we are having a Lego piece were the truck gets pushed and hits the bottom of the Lego piece and then the top moves backwards releasing a marble to roll down into a tube. this means that ours is more like a rube Goldberg machine rather than a marble run because there is now a force traveling upward. We have added in two bits of card board witch when the marble rolls of the force that travelled upward it will fall into the to card board holes and fall down. Here is a video of the Lego bit working, in this video we have not yet added in the cardboard:

 

 

session 9

today in design we decided that we should change the Lego piece because it kept on falling of the glue tack and was hard work to set back up. It took a while to re think of a new idea but we got one in the end, our new idea was to take the truck away so there’s a ramp and a car and then we made a kinetics construction and put this und a bit of a inclined plane to hold it up, so the car rolls and hits a marble and the marble rolls down a inclined plane ans falls through a hole and the hits a wheel and axel and the wheel and axel and the wheel and axel rolls forward. here’s a video of it so far:

Session 10

today in design we added to our machines. We cut up a peice of card board into a small equal part, then we creased them into a small hole just big enough for  marble to fit into. We also had to take away a wheel and axel because it would not work, it would not roll when the marble hit it so we made two and both did not work so we took it out altogether. here are some videos and photos:

the photos nd videos are not loading at the moment so i will try again later.

session 11

today in design we decided to cut a hole in the box so that our machine could have a bigger space to work with. Next we thought we could put a ruler on the wall outside with some glue tack, while two of us were working on the outside with the ruler the other person was starting to cut a hole in the side of the box. the ruler was one meter long so that there was a long run to make the machine bigger and fit in more obstacles. we found the ruler really hard to put up because the ruler was quit thick witch made the ruler heavier and harder for the glue tack to hold it up, but we kept on trying. In the end the ruler did not work as well as we hoped, and same with whole the whole was very tricky to cut because the box was standing upwards and you could not lie it down on its side to cut because of the things that we had built inside of the box so we had to cut the hole on the side of the box so it was a lot harder, the ruler in the end did not stay in the correct possition it just kept on falling.

here are some photos of the machine so far:

session 12

today is the last design session for rube Goldberg machines, in design we kept working on our machines. we decided because in the last lesson we didn’t really get much done that we would take the the idea of making it outside of the box ad swell as the ruler idea, they were just not working. so today we built the bottom half of our rube Goldberg machine. we cut out half as long compared to the other to bits peice of cardboard , because we had two kinetics structures holding things up we could not make the cardboard go facing that way so we made it so that it came a little bit out of the box. so now the marbles go through three different levels in the box. on the bottom level we added barriers around the side so the the marble does not fall of the cardboard. next we added a pole that has a coin lying face down on the card board and on the end that the marble runs into has a long bit of Lego on it so when the marble hits the Lego it will then push the coin and because this is on the end of the cardboard the coin falls of the edge an the of the edge was a jar. here are some photos and videos:

they are not loading at the moment so ill try again tomorrow!!

Robotics Investigation

A robot is a complicated machine to do a task more easily and/or quicker than a human, a robot can also do a task that is to dangerous for a human to try and attempt. A robot can be all kinds of things, a rocket is a robot. A rocket can be a robot because it can run without needing humans, it can have a auto pilot and it can go to places too dangerous or to far away for a human.

-Materials to make the robot work

-Tools

-A robot also needs a human programmer, designer, creator/inventor, and much more.

-Perseverance when you fail try, try and try again

-Brains to get the wires correct and planning and the amounts of the materials that you need

Robot programming is the set of coded commands or instructions that tell a robot what tasks to perform. Robot programing is used to do lots of different things and perform anonymous tasks.

I think people created robots for some tasks that they are to lazy to do. Big companies own robots because robots don’t need a lunch break, they also do not grow tired ,and they are low maintenance and the companies don’t need to pay any workers. People may have also created robots to develop more innovation and change the future.

First Rube Goldberg Machines

Today we made our first rube Goldberg machine’s. The task was to put a piece of rubbish into a bin. We had two hours to make our machines. Our machines had to include three simple machines at the least, and we put them all together to make one big machine. We got put into groups and then we got sent of. The materials we could use were, most things in the class room like: Dictionaries, Lego, Tubes, Cardboard, Tables. and much more…

My group started drawing our design. here is a picture of our design finished:

After that we started to make our roller coaster. My group and I started with a ramp witch we built out of Lego. We tried the ramp and put a card board pipe at the other end but the marble would not go through it so we thought that if we put it at the top of the ramp the pipe would point down witch will create more momentum and speed when the marble runs through it. Next we tried to put a container with the back cut out, but the marble would not make it through to push a car witch we had positioned on the other side of the container so that the marble would hit it, but the marble lost its force trying to push through the container. So we decided to take out the container. We put dominoes after the car so that the car would push them down and then after the dominoes fell another marble would be pushed down the end of the bench by the dominoes into the bin, but we ended up thinking that it was to simple so we added some things like: when the marble fell it would land on a ramp up high because we put a stool underneath it and then after the marble had finished travelling down the ramp made of Lego the marble would end up hitting a peace of rubbish and nock it over the edge into the bin.

I did not get any photos or videos because my laptop was out of charge, sorry😢

Investigating Fiction

What is friction and what does it do?

friction is a force that stops the movement of a sliding object. an example is: when you are riding a bicycle the brakes use friction on the wheel to slow the bike down.

our main question that we focused on today was:  what surface has less or more friction?  We tested this out on all kinds of different surfaces  spread around the school. we observe the friction changing on the different surfaces. we will keep the wheels on the car the same, the full car the same and the push force that we push the car with the same and last we will keep the weight of our car the same so we can get the right resalts

TEST 1:

I first tested my car on the oval, it went 5 metres and 53 centre metres, and the time was 5 second and 57 mili seconds the car slowed down much quicker (because it went side ways) than if it had gone straight I think.

TEST 2:

we tested this one at the quad. On this test my car went 5 metres and 99 centre meters. the time was 6 seconds and 42 mili seconds. on the quad my car

TEST 3:

we tested on the 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 go

 

 

1 2 3
Skip to toolbar