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  1. Scratch

    July 24, 2017 by Joshua Whan

    Session 1

    In scratch this week we were starting on making our first game.

    Here’s a screen cast of my first game.

    screen cast scratch-1741n7w

    Something new I learnt was how to use a colure sensor so if it touches a certain colure it continue the next command. Also from watching the tutorial it has taught me the basic ways of moving my sprite and how to use x and y.

    Hopefully by watching more tutorials it will help develop my skills with scratch.

    Session 2

    In session 2 this week we were back at scratch again. Our task this session was to make our sprite dance on a stage using our knowledge of how to switch costumes of our sprite and use the basic movements to make it look as if it is dancing such as moving side to side or facing different ways. To add more effects we could make our own music in the sound tab.

    here’s a video of my sprite’s dance.

    dnace party screen cast-1xlozdm


    Session 3

    This session doing scratch we were given a task of making a project only using 10 certain blocks but you’re allowed to use them multibell times but every block had to be used at least once.

    Here’s a screen cast of my project.

    Monster scratch cat-189dhuf

    Session 4

    In this session we were asked to explore other programs to see what you can make on scratch. Some were amazing because they had sometimes hundreds of blocks on compared to ours the were huge. It was really cool to see there programs and try and learn from all the programs although it was kind of hard to understand them.

    But I think by looking into these things it can help us to use scratch better than before.


    Session 5

    This week in scratch we started of by trying to debug different programs to make them work because before there was a fault in it not allowing it to work.

    Here’s a screen cast of the program.

    debug it screen cast-rtv1iy

    I think by learning to find the different problems may help us with our programs because we be able to find why our program is not working and then fix it.


    Session 6

    In this session we were trying to make an interactable program that tells the viewers more about the creator. I made it so if you click on a sprite of my choice that has something to do with my personality it will start taking about that topic until it’s finished and then will switch back background one.

    I have made a few different topics so the viewers can learn as much about me as possible.


    Session 7

    today I focussed on getting my “about me” project and I did so here is the finished product.

  2. Fraction Triangles

    June 21, 2017 by Joshua Whan

    Here’s a video of my working out.


  3. Colouring in Fractions

    June 13, 2017 by Joshua Whan

    In maths we have been working on fractions and how hey work so as a way of helping our learning we were given a cheat that all different fractions lined up to see that some fractions are equal with others for example 2/6 is equal to 1/3 this then help us find the simplest way to write down our fractions.

    To play it all we needed to do was have to dice that had a number a number on each side so if I roll a 2 and a 4 it would be two quarters or a half. But if you rolled a certain number but you could actually record it a different way that is still equal to the number you rolled. We had o try and come up with something really interesting about how the fractions line up and all the different ways and still be able to explain it . I think that this is a great exercise for helping us understand how to make fractions easier just by thinking more.

  4. Alegro Day

    June 1, 2017 by Joshua Whan

    Today the whole of year five visited Keith Humble Centre to finally perform a few pieces that we had been learning on our instrument for about a term and a  half.

    The experience was really amazing and I think it’s a great way to show how much we have learnt over the past few months. We spent most of the day practicing and revising our pieces that we’d been working on to try and completely polish of our performance. But at the end of the day we were finally allowed to have the chance of performing the pieces to our parents or family to show them just how much we have learnt over this short amount of time.

    I really think that it was a complete success and a great way to show of our new skills and I’m really happy that year five have this chance to learn something new I think we’re very lucky.

  5. Exploring Micro Worlds

    May 18, 2017 by Joshua Whan

    session 1

    Today in maths we exploring geometry in micro worlds. So if you don’t know what micro worlds is it’s an app with a whole range of different things to do on it such as drawing pictures and animated scenes, presenting things and much more but today we were doing turtles and geometry. Turtles and geometry is basically where you have a turtle and write down programs to give it instructions or commands to make it do something. But today it is not actually about commanding your turtle but learning about geometry. On the app there is a command that is called pd witch mean pen down so it means you can draw shapes with the turtle to learn about geometry.

    When we were on the floor we were drawing a trapezium on micro worlds and discovered that on a trapezium the four angles on it swapped the degrees on the inside and the outside angle each time. Because we went forward 100 then turned right 67 degrees went forward 200 then we had to work out how much to turn next. So what we did was we  degrees worked out how much it was to 180 witch was 113 so it meant we had to turn 113 degrees. Then we moved the turtle forward to reach the end but I think you get the idea of the angles. Just in case here’s a photo of my own trapezium.


    Session 2

    In micro worlds today we were given the challenge of trying to make the anitals with the turtle just by drawing it with the pen down command.

    We would have to make a procedure that the turtle could understand and follow the instructions. Mine are J.W so I had the challenge of having to make a curved shape but with the knowledge of how to make a circle in micro worlds it helped me a lot.

    But that’s not it, not only were we supposed to draw our anitals but to and draw it in block writing as well so we had to do a whole other part to it. The first letter I drew was J witch was easy to start of with because all I did was draw a straight line and add a semi circle onto the end of it witch has the same commands as the circle but it only repeats it 180 times.

    but as soon I got the block writing it got hard as I didn’t know how to do the other semi circle because it was going to be smaller than the original one. So I tried experimenting with how much turn and distance but it would either make it too big or would end up making a full circle. Then I tried instead of having 180 I tried 90 because it’s half of 180 and I only needed a small dip in it so it would be perfect and it was so that was the real challenge. But I didn’t get time to start the W so that’s what I’ll be working on next lesson.

    Session 3

    This session we were back doing micro worlds but this time we were looking into how setpos and the cartizien plain works. If you don’t know what he cartiezien plain is it is a tool used to help locate things or draw maps and other things too it basically the thing in  battle ships that’s used to locate your enemies.

    So we were using it as a command for the turtle to tell it where to go without putting in a bunch of commands just for it to get to a certain area. We would do this by using setpos witch is basically a cartizien plain. To measure the cartizien plain it is split into four different parts the bottom left corner is negative negative and the top left corner is negative positive, the bottom right corner is positive negative and the top right corner is positive positive. We used this to make lots of different shapes in different places of the plain. I think it could quite useful in other projects to come in micro worlds.

  6. Kites

    May 15, 2017 by Joshua Whan

    This session in maths we investigating kites and different facts about the different angles on them.

    We started looking closely at the kites and started to notice different things about them. One of the things that we found out was that we noticed that there was a perfect right angle on the shape and that there was also a acute angle on the shape too and found that if we put 2 acute angles that is was perfectly congruent so that must mean that the acute angle is 45 degrees because the right angle is 90 degrees and half of that is 45 degrees.

  7. Lego Robots

    May 1, 2017 by Joshua Whan

    Session one

    On Friday Year 5 was introduced by the teachers to lego robots.

    What are lego robots?

    Lego robots are robots that we can program and tell what to do just by writing down a list of specific instructions on commands on our computers.


    But before we got to any of the making we had to understand how to use the programs and how the programs work. For a program to work it has to be very specific because robots don’t have brains and can’t work things out them selves so to do one simple movement it could take at least three steps.

    But programs isn’t just writing down words programs are always written in code, what is though you need to know. Well code is often set as letters and numbers that stand for something simple coding often has letters that are the starting letter the words describing what the robot is doing but that often gets confusing because there might be to words with the same starting letter. So to understand programing we obviously tried making our own codes just using the simple coding of course.

    The aim was to make a sequence of commands to make the robot do a simple task like opening a door. Mine was trying to make a person put a piece of paper in the bin because of cause we didn’t have robots so we had to use people.


    Once we had learnt enough about programing we got straight to making our robots when I say making they were made out of lego that’s why they’re called lego robots the actual robot is a computer called a brick that sits on top of the lego structure that connects to the motors to power them the computer is also where the program is kept to tell the robot what to do.

    We were put into groups to build the robots and were handed with the brick and also instructions and got to building the aim was to finish building the car and even try  and start programing to if we had time but unfortunately we only just finished building so next session I’ll start to do that.



    Session 2

    This session unfortunately I did not get into programing but what we did do was trying to work all the different pieces to the robot. But not just the big parts like the moters and the brick but to try and look at the indavidal pieces of lego that hold it together.

    To do we would examine our robots with our group members and draw down a diagram of all the pieces in our design books of each angle so we can record and label so we can work out how the robot works. 

    Session 3

    This session we were finally ready to start really programming. So we got onto the mind storm application and started trying the work out how the programs work. The mind storm programs are pretty simple rather than  some other types because instead of having to write down a whole program yourself it came in little bricks of commands such as moving forward and turning and there’s also sound and sencer programs to and many others as well but we stuck with the simple programs just for day one.

    Once we had come up with some kind of program it didn’t really matter as long as it did something we were given cords to download the programs onto the EV3 robot and see what it could do. But if it didn’t work we would try and try again that’s the whole idea of the project to keep improve if things don’t work. I’m

    Here is my first program that I made.

    Click on the link.



    After we had a bit of a experiment we were given a challenge to try and work out all the different ways of getting  the robot move or do something so we started off trying out three of the different ways witch were degrees, rotation and seconds. The first one we tried was degrees so the goal was to make the robot move forward a certain distance and go back to the starting point just by using the things listed.

    We also did rotations witch was only a little bit different because instead of measuring degrees to work out the amount of turn it’s measured by the amount of one rotation you change this by clicking on the bottom left corner of the brick and it comes up with the option to change it. One rotation is when the white marker on the inside of the wheel turns all the round until it reaches its starting point. This lesson we only had time to do two of the challenges but next time we will start doing our last challenge.



    Session 4

    In session for we finally got to start the last task for our challenge witch is the seconds. To do the seconds you have to work out how long it will take for the robot to get to the other side and set it for that and it will stop when it reaches the time it’s set for and then repeat the same action but power on -50 so it goes backwards to the starting point.

    Here’s a video of the robot doing the challenge.

    Now that we know all the basic ways to get our robot working it means we’re able to work on some more challenging things for this project and become the experts.



    Session 5

    Today year five were getting back into lego robotics again and were now given a new challenge. It was to try and make our robot go around a diamond shape just like in baseball so we were finally introducing turning into robots and how to do it. There were a few different ways to make it turn and we had to try work them all out and find the most affitient way possible to get around the diamond.

    Here’s some screen casts explaining the different ways of turning.





    Session 6

    This week we where back doing lego robots again and now that we had finished  our baseball diamond challenge we were given another challenge to experiment with and discover new ways to program our robot. Today the challenge was to try and make our robot go around half of a baseball diamond and then it would turn to face back the way it came and go back again.

    So first we worked out how much the wheels would have to rotate to reach the corner of the half diamond. We knew that to make a quarter of a turn the amount of turn has to be set to 65 degrees. After that the same distance has to be used for when the robot moves forward again.

    The second half is more tricky because the robot has to go back again backwards without turning to face the other way and  and go the other way round also it has to turn a different way on the way back. So You had to change the way it turns on the way back and it also has to have negative power so it goes backwards.

    So we tried to work it out but it wasn’t to hard because you just had to think about it a little bit if you mix it up.

    Session 7

    This session in  lego robots we were introduced to sensors in lego robots today we just used colour sensors but I think we will get into different ones later. The challenge was to try and make a  procedure that includes some of the different colours on a table for it to sense and react to then do another action when triggered by the colure.

    Here is a screen cast of my program explaining what I have done.

    OneDrive – Geelong CollegePresentation1-xs63vc

    I also got a video of the robot doing my program successfully.


    Session 8

    In lego robots today we were starting to learn about touch sensors. So touch sensors work when feels it has been bumped or knocked and then sends that message to the brick to then go on the next command. Our first program was only something simple to start of with so we just made a program that would make the robot stop just to start of but we will get into some harder stuff in the future.

    Session 9

    Today when we were doing lego robots again and were trying to use more of the sensors. We were given certain challenges with the sensors for the touch sensor the challenge was to try and make our robot move forward until it hits something the do a 180 turn and go back again.

    First to start off with my program I set the block to on so it will move forward until it gets bumped. Then set the sensor block to touch sensor and made a block to turn around. The did the thing as I did at the start until it bumped my hand.

    Here’s a video of my program.

    Session 10

    This session in lego robots it was time for me to start programing my robot to use the ultrasonic sonic sensor because I have finished both the others.

    The way an ultrasonic sensor works is that it can sense the light bouncing of objects so if senses the light then it knows the is an object in front of it. So you can set it to stop before it even touches the object it’s facing.

    Our challenge was to make the robot move forward towards a wall but then stop ten cm in front of it.

    To program it I put in a brick to move forward but it has to be just on so it moves forward forever unless I put the ultrasonic sensor after that I set it to stop ten cm in front. So now when I did it, the robot stopped.

    Session 11

    In this session we staring with something new to us. What we were told to was to try and make our robot follow a black line and if it went of it have it sense that and go back onto the line. It sounds like a really hard task and it is and we weren’t given much information either just to go off and test things out.

    I didn’t get to finish this project this session and I think that I’ll try something a little different next time because it didn’t seem to be working so next session I’ll finish that program and have it work.

    Session 12

    In session 12 I was starting my line  challenge again and hopefully getting it to work.

    This was my program for the straight line challenge.

    Here’s a video of it working.

    I don’t think it worked the first couple of times because we weren’t making turn once it touched the white and then turn again once it touched the black because every time it turns it will forward so it .will finally reach the end.


    Session 13

    In this session we were starting the challenge of making our robot follow a black line but it was an oval.

    Here is a screen cast of the program.

    Here’s the video of it working.

    Session 14

    This session started the challenge mat for my robot to corwardanate around the whole track.

    This one was harder because it had to turn in different directions each time the line had a curve in it.

    Here’s a screen cast on the program.



  8. What Are Robots?

    April 27, 2017 by Joshua Whan

    What is a robot?

    A robot is a man made machine that you can program or give instructions to do tasks that humans would otherwise do to make life easier for everyone.

    What is needed to make a robot?

    To make a robot it must have some kind of power source wether it’s electric or environmenterly friendly it has to have one. Also if a robot is to work it has to have program so it knows what it’s task is otherwise it couldn’t replace what a human could do. It would have to have knowledge on how to do the task that’s what programs do.

    What is a program?

    A  program is like what I said before essential to making a robot it’s what makes the robot know what to do when it’s doing a task such as building cars without programs robots just wouldn’t work. A program is basically instructions or commands that tell the robot what to do giving knowledge to the robot on what to do. The programs instructions can be given in different ways such as writing them down an a computer or even voice commands. Programs are pretty much the glue that holds the robot together.

    Why did humans invent robots?

    I think the reason humans invented robots is because it make every day life much easier, cheaper and efficient. Robots help everyone everywhere, factory’s, hospitals, space exploration and much more. Other reasons are that humans have also become lazy or they send robots into deadly places because it is to dangerous and it stops people from getting hurt because you can always make another robot but not another person.



  9. Rube Goldberg Machines

    April 25, 2017 by Joshua Whan

    For this session of design was put a piece of paper in the bin. Now that may sound very simple and easy but I haven’t finished explaining yet. The goal was to get a piece of paper in the bin by creating our own Rube Goldberg machines. A Rube Goldberg is a machine with lots of complicated parts to do a simple task such as getting a piece of paper in the bin. The machine had to have at least three parts to it to it to be a proper machine.

    Everyone was put into groups of three we had to draw a design first of course the way ours went was we had dominos at the start witch would then lead down passing down the energy to push on a wooden train down the track then to push a tennis ball witch would then land on the ruler catapult to fire the piece of paper in the bin.

    But of course that sounds to good to be true so we couldn’t actually get it to work in the end. Some of the things we could’ve changed was maybe having less dominos because every time we would to set them up again also the base of the catapult was made of lego so it would always break when the tennis ball fell on it.

    We may not have succeeded but if we had more time we probably could’ve done it but our intensions were good and I think it was alright considering how much time we had and I can’t wait to learn more about Rube Goldberg machines this term.

    Session 1

    This session we finally got into designing our proper rube Goldberg machine project for the term. We decided that our rube Goldberg machine was going pop a balloon for the simple task. First we had to make a list of our matierials and what we will use them for and also the different kinds of simple machines that would in it had to have at least three simple machines to be a proper rube Goldberg machine.

    We got time to finish that but we only had just started our proper design when it was time for the session to be over but next lesson we’ll get right into that and I can’t wait.

    Session 2

    Today me and my group got straight into designing our rube Goldberg machine. Like I said last time for rube Goldberg machine to proper had to have at least three different simple machines inside it that make it work. But me and my group thought that it should have at least four of them because we don’t want the machine to be too little nor too big either because it gets to complicated. The simple task for the rube Goldberg machine is simple popping a balloon with a pin.

    So the way our machine work was that we had inclined plane that the marbles would roll down and then fall into a cup then that pulls up the pullie to lift up the see saw witch had a fulcrum in the middle then the matchbox car comes rolling down to push a marble that rolls down a funnel then down a tube to then push the pin at the end of the tube in to the balloon causing it to pop.

    Now do you really understand why people call it a machine with lots of complicated steps just to do one simple task. The only thing is I’m not sure if the pullie will work because it seems like kind of hard to get it to work but there’s only one way to find out. I can’t wait to start building.

    Session 3

    Now that our designs are fine lined and approved it was finally time to start making our machine. So we started of by making the pullie just out of some string and a cotton reel to act as the wheel and spin every the sting and the cups go up and down when pulled.


    Here’s a video showing the pullie working.


    Next me and my group tried to make seesaw that the pullie lifts of to let the match box car roll down if you don’t remember from last session. One of the group members decided that we could also use a cotton reel for the fulcrum in the centre of the seesaw that makes it move side to side. Because it’s round and could roll to one side when the weight is shifted onto the other side.

    Here’s the video of our fulcrum.


    The final component to our machine was our funnel and the tube and at the end of that tube was the pin and the balloon.

    So for this final component to the machine it is pretty simple, the match box car from the previous component rolls and pushes a marble down the funnel into the tube and then finally pushes the pin into the balloon with a big bang.

    And guess what we even got that on camera too.



    Session 4

    Today we were back at building our rube Goldberg machines again and now that we have gotten all of our components finished it was time to put them together to create our proper rube Goldberg machine. To start off the machine it had the inclined plane for the marbles to roll into the cup on the funnel so we decided to start on the wall by attaching it to it.

    One of our challenges is to try and make it more interesting by not just sending it downhill in a straight line because it becomes very boring and not very uniqie. So I think that’s something we can work on next lesson to  improve our machine. Today  we didn’t get to test out the machine but we did  finish it so we will test it next lesson.

    Session 5

    In This session we were making our rube Goldberg machines again. But it got very annoying at stages where it just didn’t work especially because it was only one component that wouldn’t work witch was just that the marble couldn’t get enough momentum to push the pin into the balloon.

    Here’s some of the failed attempts of our machine.

    I think maybe we might have to rethink our last component if we want our machine to work but we’ll have to find out next lesson if we will.

    session 6

    This session in design we were back and making our rube Goldberg machines again so as soon as we started it straight onto fixing our last part of the machine because it just didn’t have the right amount of momentum to push the pin into the balloon causing it to pop. But it seemed it wasn’t much that we had to change because as the marble rolls down the tube it loses momentum really quickly because the pipe was way to long fore it. So all we did was shorten the pipe to about half it’s original length but not to short so it can still gather up some momentum on the way down. By changing one simple component it allowed our machine to finally work.

    Now that we have finally got this to work we can start trying to make it more efficient and reliable so it works every time.

    Here’s a video of our machine in action.


    session 7

    In design today we were trying to  make our rube Goldberg machine as good as possible by making it really efficient and having it work every time. So we tried testing it without the balloon lots of times to see how well it can be trusted to work and we found it to be quite efficient, it would at work at least 80% of the time while we were testing.

    I think we have really finally got our machine to work quite well after all that hard work and I’m really glad that we actually got the machine to work properly. I think we’re quite ready to say that this project was a success for us.

    Here’s some videos of our tests.


    Session 8

    In design today we were working on our rube Goldberg machines again but since we have finished our task was to make a reflection of this whole project by showing the whole journey all the failed attempts and why they went wrong, how we fixed them and got our machine to finally work, what we learnt and if we could do it again how would we use the knowledge that we have now to improve the machine even more.

    So we made a video on movie maker to show our learning and our knowledge of this project.

  10. Friction Test

    March 31, 2017 by Joshua Whan

    On Wednesday we got to do a friction test with the push cars we made with craft power to find out witch surface had the least amount and the most amount of friction by observing how far the car went on each surface and how it moved on them.

    The things that we kept the same were the body of the car, the wheels and how far you push it with your arm because if you test two things at once at the car you won’t be able to tell witch one made the difference. The surfaces I tested the car on were the carpet, the ovel, the tennis courts, the fake grass and the  lilly dale toppings. I found that the surface with the least amount of friction was the tennis courts I think it had the least amount of friction because it was really smooth and that allowed it to keep going because if you had a bumpy surface it would slow it down because it kept tripping up on the bumpy surface.

    I also found that the surface with the most friction was the lilly dale toppings because like if it was uneven and gravely and it would slow down because it was tripping up each time and would come to a stop quite quickly but if it was on something smoother it would go further and go much faster because it’s slower to lose speed.

    Then the day after we did a table on what the surface was and how far it went on that surface and after that we copied it on to a graph so you could see clearly with one went the furthest and witch one was stopped short because of the friction.

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