Week 1 Makey Makey

This week we have been using a kit called Makey Makey. Here is some pictures of what was inside the box.

Alligator clip cables Connector wires USB cable Motherboard, front Motherboard, back

We had to come up with an idea to use the Makey Makey kit for, and my partner and I experimented with a few different things, including grey-lead piano and tile piano. We decided to stick with a chain reaction project. We got 7 or 8 people to hold hands, and the start person holds an alligator clip connected to the motherboard. The last person touched each of the tiles with their spare hand. The tiles each resemble a different letter, and the letters we used were “W, A, N, T” . We put the connected computer into the app ‘Word” and started typing, using the colourful tiles.

Our chain reaction worked because humans are made up of mostly water, and water can support electrical current, grey lead can also house electrical current as it has metal in it. Vegetables have a lot of water in them as well.

I worked with another group for a few minutes, and they were doing a vegetable piano. As long as you were connected to an alligator clip connected to the motherboard, lot’s of different people could play the vegetables at one time.

Week 2 Makey Makey

Today my partner and I read through a book that had lots of ideas for projects that could made using the Makey Makey kit. One of them gave us the idea of using scratch in our project. We tried with plastic tiles today, and we will try with marsh-mellows tomorrow. We used the alligator clips to join with connector wires, which were stuck into different letters and arrows. In Scratch we programed lots of mini programs saying ” When _____ clicked, play sound ____” We had lots of fun playing around with the different musical tunes we could choose from.



Robotics Term 3

Session 1

The Challenge for today was to get your EV3 robot to follow a straight line, using

the colour sensor. My group had success, after a lot of attempts. What we struggled with was getting the robot to stop after finishing the line, but we were

able to change that by turning the end brick to counted, instead of infinity.

Successful program

Straight line video-1ztn9og

Above is a link to a video of our robot completing the straight line.

What I found hardest about this challenge was finding out and experimenting with so many new blocks that I had never worked with before. What was most fun for me was after so much effort, seeing our robot succeed in our first challenge.


Session 2

As my group has finished challenge 1, we moved onto challenge 2. It was to program your robot to continue staying on an oval, still using the colour sensor. Here is what our robot had to follow.

We had to be able to leave our robot going around in circles on this loop for as long as we want, on the black line. Here is a shortened video of our robot going round.

What I learnt, was how to use the loop block, and switch block well in my programs. Also, I am more familiar with using the colour sensor.

What I found most challenging was the big change from straight and short, to curved and endless. The most fun thing I did was finding the brick that finally suited my program.

Session 3

Challenge 3 was to get your robot to run along a straight black line using the colour sensor, and then when the touch sensor is pressed, your robot stops. First, we had to do a drawing and explanation in our design books. Once I had got the all good from the teachers, I got to go and test out my theory. The first attempt didn’t work, here is a video of it working.

I found this quite easy; as I just copied the straight black line program, and then I added a when touch sensor touched, stop.

Session 4

We got another challenge today, and it was kind of related to last session’s challenge. We had to get our robot to follow a straight black line until it sensors a touch, and then it needed to turn around and go back the way it came, still on the line.

The hardest part was getting the right amount of turn, so that it kept sensing the black line on the way back.

Session 5

Today we were able to play with SPHERO’S!!! I have never controlled one, but a few other people had and they helped show us what to do. My partner and I first explored the Draw option, which enabled you to control the sphero by drawing on a graph. The sphero would try and copy the pattern or shape you drew. You could even make the sphero change to any colour you like!

We played a game of tag with the sphero’s, and all but one sphero were turned green, and then the one sphero that was it was red. It wasn’t really difficult apart from the fact that we kept losing sight of our sphero, and forgot which one was ours.

I think the main thing I learnt today was that the coding in the sphero’s and the EV3 robots are quite similar, because in the sphero app there is BLOCK option. You can select and drag out BRICKS of different topics, just like in the EV3 robot programing. The coding for the sphero’s are just simplified from the EV3’s.

Session 6

I have been away doing sewing for a week, and I had an amazing holiday to Falls Creek which I got back from on Wednesday. So, I did unfortunately miss 2 sessions of Robotics. Anyway, today we were working with the EV3 robots again, and we had to try and have 6 tasks done. There is a 7th task, but it is harder and not many people will have time to do it. The 6 tasks are:   Straight line, Line touch and stop, Line touch and return, Squiggly line, Oval, and finally, Oval once and stop.

Our aim is to have all of these printed and a saved program, also videoed and blogged about by the end of Term 3. I have programed and videoed 5 of the 6, and am working with a friend to find the right adjustments for the Oval once and stop.

Session 7

Sphero’s again! But this time, my group and I got to work with a BB8. A BB8 is like a sphero, but designed with star-wars patterns on it, and it also has a magnetic head. For this session, we had two goals. One was to design a shape and BLOCK program your BB8 to go around it. This was our shape.

The second task was to design a maze, and BLOCK program your BB8 to go through the maze without touching or bumping into any of the sides. This was our maze.

Although we didn’t complete the second challenge, we were able to get to the top of the maze, but we did plan on coming back as well. Here are some of the programs and videos.





Some of the things I learnt are: To create a race track game, make music, and also a dancing sprite.

I found the most challenging thing of this was finding out which blocks did what, and the most fun was exploring and seeing what amazing things you could create with Scratch.


Today is Tuesday, and we were set another two main challenges. The first was called Debug It! You were given 5 different programs on the online Scratch, and each had a different problem in the program. You were told what the sprite was supposed to do, and also what it was doing instead. Here are some photos of the before and after of a few of the programs. The before is of what the program with the problem is, and the after is of the successful program that I had fixed to match what it was supposed to do.

This program had two different sprites, which were meant to dance at the same time. One sprite had the program above, and the other just had the top brick taken away. This means one sprite had been given the command to start, and the other hadn’t been told to start, or how to start yet. I changed this by simply adding the same starting block as the other sprite, which is shown in the program above.

This sprite was supposed to start on the left side of the screen, state that it likes the left side, then glide to the right. Here is was also meant to say that it likes the right side. It works perfectly when you play the program for the first time, but when you try to play it a second time, it is all muddled up. It says I like the left side on the right side, then doesn’t move and says I like the right side.

This is the program after I had fixed it. I decided that the problem was that it wasn’t told to move back to the starting position for the next run. I added the “hide” to remove my sprite from the screen, but only for the 0.1 seconds that it would be moving to it’s original starting position. I then programed the sprite to “show” itself, and it went on with what it was meant to do.

What I found the hardest was finding what the problem was to start off with because the problems were in all different spots over the program.

I didn’t get a chance to go onto the second challenge, but it sounds really fun and I can’t wait to have a go at it. I will explain what it is next lesson.

Session 2

The challenge for session 2 was called About Me. We had to create a Scratch game that was interactive with the person watching it. I thought I would make lots of sprites ( characters ) that when you click on them, they change backgrounds and tell you something about me. Then it would ask a question about that topic, and you would type in your answer. After you had clicked on all the sprites, you would be asked a quiz about all the things I had told you about me. Here is my final program.

One of the hardest things about making this was that I was challenged to make the question bar disappear after, and before you had typed your answer in.

Session 3

Today we worked on continuing from Debug it 1. We figured out the problems in the program and fixed it for Debug it 2.0 – 2.5. We then had to choose one of them and put them out with an explanation in our design books. Here is a picture of the one I chose.

I think that finding the problem is the hardest bit, and solving is the easiest.

Session 4

Today we started an activity called Characters.


Session 5

We finished the Characters activity today


Allegro Day


This year, the grade fives were lucky enough to be introduced to a small group of instruments, and we got to trial and then choose our favourite to play. The choices we had were; Trumpet, Trombone, Clarinet, and Flute. I chose to play the Flute, because I found it the easiest to get a sound out of. If you already played an instrument out of Allegro, you would play that instrument this year. The more experienced players would go into a group called Allegretto. We had a variety of instruments, including beautiful sounds like Violin, Cello and occasionally the accompaniment of Piano.

First we went off into our separate instrument groups, and had around an hour to practise as a whole our Flute songs. The plan was to do a flute song with each class of flutes doing a part, with 4-6 people in each group. We also did two group songs, with all the instruments together.

The main thing we were there to do, was to blow the parents off their feet with our progress so far this year. And I think we achieved it!

What I found really pleasurable to, while playing my own Flute, try and blend in with my whole group, and get each and every beat and note in sync. It was so cool to hear everyone playing in tune with one another, and all the amazing, unique sounds from each instrument playing together in their own way.


Today we started on MicroWorlds. I created a few really cool shapes, and just looked around and explored MicroWorlds. If we were not very comfortable around MicroWorlds yet, we could just draw a few simple shapes, like a square or rectangle. The shapes we drew had to be Quadrilaterals. They are quite easy because those shapes are repetitive. I drew a rectangle and a trapezium. Here are some photos.

This is the Rectangle

This is the Trapezium


We started off this session doing a letter visualisation activity. We all lay down on the floor and one of the teachers spoke out  commands to do something. In the end we had to guess what the commands had draw. It was the letter F in block font. What I thought was the purpose of this activity, was to try and become the turtle, and think and hear like a robot who has no brain.

The second part of this lesson was to work on MicroWorlds. The task was to program your turtle so that when you typed in a word, it would write your initials. I wrote a procedure first on a semicircle, soon to be part of the P in my name.

I then designed and figured a procedure for the rest of the P, including the starting position.

We worked on an option called setpos, and how you use it is that you pull the turtle with your mouse into the position that you want it to start in, and then right click on the turtle. An option called backpack should pop up, and when clicked on it tells you the coordinates of where you have placed your turtle. When you are typing in your procedure you then write something like this, but with your coordinates.

Here is the final P I made.

I then wanted to do a dot, to make my initials like this “P.”, but later I will add the F in after the dot. I also used the handy setpos to get my turtle again in the right position to do both the dot and then going into the F straight away, all in one procedure. Here are some pictures.


I found it really fun experimenting around trying to get the right procedure. I found getting the right letters or numbers for my P.F hard, because you had to get the precise angle for it to work. If I could do it again I would try harder to think like the turtle, not just like me.


This session we did another visualisation activity, and it turned out to look like an hourglass.

Then we were presented with a Challenge, that was to: In each corner; top left, top right, bottom left, bottom right, we had to draw shapes of our choice. We used the ‘setpos’ to easily get the turtle to the spot we wanted, without having to say something like “Pen up, left turn 145, forward 200, right turn 145, and pen down.”

I chose four different shapes to put in each corner. The shapes I chose are; a circle, a square, an octagon, and a triangle. I first started with designing a program for each of my separate shapes. I next did a program including the position that I wanted the shape to be in.



School Books


Last term I have been overloaded with emotions, from a book called Who Am I by Anita Heiss. If you are wanting a truthful, sad and emotive story, Who Am I is the book for you.

It tells a story of the Stolen Generation, through the eyes of an Aboriginal girl in diary form. I have become guilty, and happy while my class read sections of the book throughout term 1.



REVEIW… I loved reading this book! It is full of surprises waiting around the next corner, but it also explains some facts to you, and what life was like back then. Some parts make you double over with laughter, others make you want to cry with sympathy.

I would recommend Melting Pot to anyone who loves to feel the characters emotions as if they were your own. If you can stand being dangling by a thread over an ocean of suspense, you would love this book.

Out of five stars, I would rate this book four and a half, because in places were descriptive language could have boosted the story to whole different level, there were just simple, plain words. Otherwise, it is amazing!

Pseudocode and Robot Build

Intro – 29/04/1017

For our introduction to Robotics, we started today with the basics of coding, which got us thinking. Every single simple task, like taking a step, had to be broken up into tiny pieces so a robot without a brain could do it. ” Elevate left leg 15cm upwards. Move elevated left leg forwards 20cm. Move elevated left leg down 15cm. Repeat x 4.” That was instructions just to take four small steps forwards.

After the small coding session, we were told our groups to which we would be building robots with for the next term and a bit. All the materials we would use were put in the middle of the floor; first up we got our batteries.


The building process was a bit like Lego, except a lot more complex. We got a set of instructions in the format of a Lego booklet. Here is a video of us working.

The connection between the coding and the robot building is that when we start to program the robots, we need to know what coding is, how to use it, and what we could do. To have the ability to do your command, robots need to be programmed. The aim was to make a basic robot/ core set in an hour. I found it really fun, and my group worked really well together.

Designing – 09/05/2017

Today my group and I started a design, and since we finished our basic robot last session we got to spend an hour on designing. First sketching our basic robot, and then pointing out parts and labelling and explaining them. My group wanted to make our sketches as detailed as possible, so we spent most of our time on drawing our robot, but at the near the end we finished drawing and started labelling. Here is a picture of what I got done today.


Here is also a Time-lapse of what we did

Today we finished our detailed sketches on our robot. I did 3 different views on our robot. We also started and finished our Parts and Purposes on parts in our robot.

Challenge 1 – 12/05/2017

This session we fine-lined our whole diagram including our sketches. We also did our first session of Programming which was really exiting! We went into an app called Lego Mindstorm EV3 which enabled you to program and connect to your made robot.

The choices of Programming was completely colour coded, and each colour had it’s main operation. One was Action/ or movement, another one was Flow Control. The other ones were Sensor, Data Operation, Advanced and My Blocks.

There was a cord to transfer data from the laptop into the robot output USB slot.

We had help from our Diagram, which we kept looking at to check parts and what they did.

We were then asked to study a particular piece, in three different ways. The piece looked like this.

We had to figure out to use this piece to make the robot move in three different ways. They are the Degrees, the Speed and the Rotation. Each of these features are included in the piece. My group had time to start and finish the Speed feature, but will have to wait to finish the other features.

Here is one of our first attempts at getting our robot to go forwards from a starting line, and once at the end, go backwards to the start.


Today we are working on Challenge one, but got onto the 2nd section. We haven’t gotten the measurement completely right for the Seconds part ( first section ) but we figured out what most of the buttons mean.

On the wheel there is a little white stick, which turns with the wheel. Each of those full turns is 360 degrees in the Degree section. So if we want to know how many degrees we want the wheel to turn to move forward, we have to measure how many full turns the white stick takes from the start line to the finish line. If your number was, say 3, you would multiply 360 by 3, which equals 1,080.

The Rotations section is a lot like the Degree section, but a little bit easier because you are still using the white stick to measure how far you want the robot to move. The thing that changes is that instead of calling a full turn of the stick 360 degrees, we just call it 1 rotation.

Here is a link to a quick video showing some of what we did, and a trial.

Programming week 6 mon-1vai1e1

Today we got a lot more done. We figured out the rest of Challenge 1, which was to program your robot to go forwards to a line, and then backwards to where it started in three different ways; Seconds, Degrees, and Rotations. Here is a video showing the success’s we had.

Programming week 6 friday-133a2d5

We also had a Challenge 2, which is to get your robot to trace the outline of something like rulers put together to make a square. Something in this activity had us very well confused. At the start of the three hour session, we had just started on the Challenge 2, and we had gotten it! But when we moved on to the next part of Challenge 2, which is to try a second way of completing the square. We had a go, but didn’t quite get it, so we went back to our first success on Challenge 2. But what happened then, was that when we tried the first attempt at the square, all the angles were wrong.

Although we didn’t quite get Challenge 2, I found it really fun to be faced with something we didn’t understand, because it was up to us to discover what went wrong, and why.


Yay! Today we finally figured out how to program our robot to do the Base-ball diamond.

First we double checked all over the robot, to see if there would be any clues to why it wouldn’t work. We then found out that we had been a bit silly, and not plugged in the connection cable properly. The robot now worked, but not in the way we wanted it to. Then we tried just playing around with our options. We changed our whole button from degrees to seconds to start with, and it worked!

Our time was almost up, when we thought about the mini challenge inside Challenge 2. To do the new challenge you had to imagine you were on a baseball field. You had to go from base 1, to base 2, then imagine that all the other bases were full, so you decided to head back to base 1. That is what your robot has to do. We thought about how we could include half of the commands for the whole baseball diamond, then just get the robot to do a 180 turn and do the same thing again, but opposite turns. Instead of a right turn, you would do a left turn because you are tracking the same path, but starting from where you ended the first time.

I can’t wait to get started on the new challenge next time!

09 / 06 / 2017

This session in Robotics we were presented with a whole different challenge than what we have done before… We had to first add to our robot! We learnt about different things called sensors, and there were around four different types of sensors. Our focus today was all around a sensor called the light sensor. Inside the light sensor there were topics called Reflective light, and Colour. We were asked to explore the colour option. But first, we had to build the brackets to hold the sensor on. Here is what the sensor looks by its self.


Our robot now looks like this, since we added the brackets and sensor.

The challenge included a table with 4 different colours, spaced out in a square. The colours we used were; Blue, Green, Red, and Yellow.

20 / 06 / 2017

This session we had a new challenge…  We had had a whole new topic, which is TOUCH. We had to add on a new sensor, and it looked like this.

Our first challenge was quite easy with the touch sensor, but the next two I found quite challenging. I found that I got quite confused with the order that I needed to put the command blocks in. I enjoyed just playing around with different blocks, and seeing if I put them together what they would do.

We also started on another sensor, and this sensor is called the Ultrasonic sensor. The Ultrasonic sensor measures the distance between itself and an object, and then compares it with the distance you put in your program. In the case we are using it in, we tell it to stop 10cm away from a wall or heavy object. Here is a picture of the sensor and the command block that we use for it.


This session I figured out what all the buttons on the Ultrasonic did, and we completed a simple program to… using the Ultrasonic sensor to sense when it is 10cm away from a wall.

23 / 06 / 2017

This was our last robotics session of this term (3). We had an hour and a half, and what I wanted to achieve in this session was:


  1.  Complete a successful program for all three sensors.
  2. Check that my programs are all named well.
  3. Make sure that my group has the same, or nearly the same amount of programs as me, and check that they work.

I completed all my goals except the third, as one of my group members were away. The only thing that I had trouble with, was that I thought the Ultrasonic sensor didn’t work, but the rest of my three sensor program does. How I fixed this was by checking that all my ports and cables matched up, and the Ultrasonic port that was on the program was different to what the cable was plugged into on the robot.

Robotics Term 3 Reflection

What I have found most challenging is when we are presented with a new sensor, the first little bit of that session I don’t really understand much about that, and can’t do much except explore it.

What I most enjoyed is that time, where you switch from just playing with a block and exploring it, to when you really know what you are doing and you feel confident working with that block


Rube Goldberg

Session 1 – 21/04/2017

Our introduction to Rube Goldberg Machines started today. We were put into groups of three with the aim to put a piece of paper in the bin. But no, you couldn’t just chuck it in with your hand! Each group had to include at least 3 simple machines, like a lever, pulley, and wheel. We had two hours to design and build a Rube Goldberg Machine.

My team had an awesome crack at it, and we came up with mountains of ideas, but most didn’t work. The teacher then said that as long as we had a good idea of what we could do next with our machine, we didn’t have to be finished, or even have a part working yet, but we had to know what we would do if we had a lot more time.


I loved getting the opportunity to work with different people than I would usually, and found it really fun to try and find their main skills. At times I could feel frustration and pressure building up, but then one of my teammates or I would have a brilliant idea, and we would have fun trying different ways to get that to work.

Simple Machines

Pulley – 01/05/2017

A pulley is one type of a simple machine, and today we got a set of instructions and boxes of materials to complete our task of making a pulley. We got into pairs, and my partner and I did two of three different Pulleys. We had around an hour to make at least two different Pulleys out of soft wire, string, yoghurt container, scissors and cotton reels. Here is a link to a Time Lapse of our Pulley session.

Pulley Time Lapse with Lili-1jg1z1x

I learnt the materials that you would base your Pulley on, and I also learnt a stronger Pulley that can hold a lot more weight than a single Pulley and is a lot more stable. I had heaps of fun, and learnt the basics of a Pulley.

The simple machine in a pulley is really a Wheel and Axle.

Chain Reactions – 02/05/2017

For one of our sessions in Rube Goldberg, we did a chain reactions project with Mrs. Watson. We got into partners and got all our materials and started building. Each pair of partners had their own part of a big chain of reactions. My partner and I were assigned to build a board bouncer.


The Simple machine in the Board Bouncer is the Dominoes

Knex – 03/05/2017

This session in Rube Goldberg we worked with Knex, taught by Mr. Colbert. Here is Movie of my group of three’s progress.

The hardest bit for the building process for me was getting started, but once I got into it a bit more, I had so much fun!

This ties in with our Rube Goldberg Machine project because we could defiantly use Knex in it, and I have become so much more confidant using Lego and Knex.


Simple Machines Finish

All 3 Simple Machines Together – 05/05/2017

Today I was had soo much fun joining all three of my projects together. First I got all three of my simple machines ( Pulley, Board Bouncer, Wheel and Axle Rubbish Truck ) and got a partner which I had worked with in one of these activities. My partner wanted to incorporate her Chain Reaction Machine, which is in the picture below.

We then had an awesome idea, and our aim was to make the BOOM! sign pop up. We put all of our sections on the floor, and placed a chair in front of our parts. The only thing you had to do was pull gently on a string. Here is a video of it in action.

Since we had our working Simple Machines task done quite quickly, we were able to choose another 2 or 3 people who were also done to join with. The new Simple Machines we got to add in were:




Now, with 2 more machines to add in and 4 people in total, we decided we needed a more challenging aim. We all agreed on making our new aim  to press the space button on a computer to take a photo. We had many attempts, but only a few worked because it was really difficult getting the last domino in the exact right spot to bang onto the space button.

In order to take a photo using the space button, you need to press and then lift. We used the dominoes only to press the space button, but we still needed to lift the domino back up. We were able to use a Carousel two of us had made, and it would turn around by you turning a stick. We used the Carousel by tying string onto the Carousel and joining it to the last Domino, so that when the last Domino hit the space button, we would wait a few seconds and then turn the Carousel stick. By turning the stick, we would drag the domino off the space button, and there-fore taking a photo.

Here is a Video of our machine in action.

I loved the presentation of this activity, how we sort of did rotations and then combined them together. I loved the opportunity to work with different people and find what their skills are.

Session 2 – 15 / 05 / 2017

All the Simple Machines workshops we did were leading up to this… Today, for the first proper session in Rube Goldberg Machines, we started our designs. With an hour up our sleeve we all got a good design started.

We listed our materials, and how we would use them in our machine. We had to have an aim, and ours is to open a book. Each person in the group of three had to have a detailed design before the group got to start getting materials and building. Every Rube Goldberg machine had to have a minimum of three simple machine, but only each different simple machine counted, so you could have 4 incline planes that only counted as 1 simple machine. Your Rube Goldberg machine also had to be easy to set up, and transport. In you design you also had to include a drawing of what you want your machine to look like.

Here is a photo of my not yet completed design.

I have finished most of the writing, but still need to work on my drawing. I have also been labelling the materials on the drawing.

Session 3 – 16 / 05 / 2017

This session we had to have a detailed design finished in fine-liner by the end of the lesson. I have added a little bit more on from yesterday’s work, including a description on what is happening in my drawing.

Session 4 – 18 / 05 / 2017

This Rube Goldberg session we sorted out who was going to bring in what materials. I agreed on bringing the Scissors, a picture book, two thick books, a marble, a golf ball, a cardboard tube, and a storage bag. I also updated my design to remind myself what I needed to bring in.

So the plan for building is to first set up what we have in our designs, but if it doesn’t work then experimenting with the end of the machine, which will succeed out of pure luck.


Session 5 – 19 / 05 / 2017

I was away sick for this session of design.

Session 6 – 30 / 05 / 2017

This Rube Goldberg Design I had a really good go at my first session of building. I was so exited to get cracking! We only had an hour, but I think we used it well. We set up the first 2 parts of our machine; the Inclined Plane, and the Pulley. We didn’t get them to work, we just got them set up and ready to be polished up.


 Incline Plane and Pulley

 Incline Plane

 Pulley top

Pulley base


Session 7 – 1 / 06 / 2017

This session we kind of changed things around. We moved the Incline Plane to the ledge, but a little lower than the Pulley top. We made sure to keep referring back to the Design, in our Design books, to retain what we had originally planned.

We moved the Incline Plane from the table to the heater so that we would be able to work on four levels; the ledge, the heater, the table and the floor. We also got it working! Hopefully in the next few sessions we will add something that tips the marble out once it reaches the top of the Pulley. We will then continue our machine on the table, and then onto the floor. To make it more exiting, we are thinking of adding some bend and turns, or maybe an uphill, to give our machine more OMPH!

What I learnt from this session is that you will most likely get your machine to work 1 out of 10 times, and you have to be happy about the time that it did work, and think of what you might have changed to make it work.


Session 8 – 2 / 06 / 2017

This session, we finally got our machine to work! Or, at least the Inclined Plane and the Pulley.

We moved the Pulley top over a bit, so that we could fit a ruler for the marble to run down. In one of the cups we also cut a small hole, big enough for a small marble to fit in and out of.

We did this, and also tilted the cup slightly so that when the Pulley springs into action, when the cup that started at the bottom reaches the top, it will be knocked by the ruler and the marble will tip out of the small hole in the cup, falling to the ground where there will be a half cut pipe.

The marble will run along the half cut pipe, where in the next few sessions we will work out adding some bends, and then achieving our goal, to turn a page of a book.


I think that in every failure we had, we improved our knowledge just a little bit. Even if it was to always start the Pulley a little to the left, or whatever it was. I hope that in the future, we could improve by adding more of our machine into life from our designs, and also succeeding in less than 10 tries.

Fail / fantastic achievement in life!

Session 9 – 13 / 06 / 2017

This session both of my other group members were away, but I tried my best to do the most I could in the hour I had. My main goal for this lesson was to 1: finish building and 2: get it working when finished. I tried changing lots of different things but it always just NEARLY worked… in the end I decided to maybe change what would turn the page, which is our aim. Here is a video of one of the ones that didn’t work.

In the end I got the machine finished, but it always NEARLY worked.


In the next lesson I hope to perhaps change the way that we turn the page, and then also updating my design to what I might do. Tonight I will think over some other simple machines that we could use to turn the page over instead of a lever.

Session 10 – 15 / 06 / 2017

I thought of, and listed down all the simple machines I could think of; Inclined Plane, Lever, Pulley, Screw, Wedge, and Wheel and Axle. Then I had an idea!! We could use a Wheel and Axle, and put it inside the book. I quickly found a wooden skewer, and a small cotton reel. When the time ticked around to design,  I double checked my idea with my group, just to make sure they were ok. Once we had got the other material we needed, we quickly built my idea. In half an hour, we  had gotten it ready for a trial. After a few trials (fails) we made a few adjustments to our second Inclined Plane so that we knew the marble would always roll into the cup of our Pulley.Here is the adjustment.


Next session we will work on getting our machine to work every time, and get our group video completed.


Session 11 – 16 / 06 / 2017

This session we got our machine working every time, and we worked on a video explaining our journey through the Rube Goldberg Machine topic. In each groups video, we had to include in whichever way we want; A video of each group member explaining their learning throughout the journey, a fail and success video of your machine in action,  and finally all, or one group members design. You were certainly allowed to include more information on anything about your groups machine.

This was our last session, and I think our focus this session was really good. I had lots of fun show-casing my learning, and it was hilarious seeing the looks on everyone’s faces when our machine finally WORKED.

Here is photo of our final Machine.

Here is our final success video.



Angles Investigation


Today in maths we did an angles investigation. On our computers we went into a website with many different maths games, but today we were just focusing on angles. There were three main games we were asked to investigate. Each of these games we had the choice to turn on and off a protractor. The first game we played, we had to be with a partner, and we had a 180 degree line which was set, but there was also a line where which we moved to different angles. Each partner had a colour, and there was a little box where the answer could be shown, but if you tapped on the answer box the answer wold be covered. Here are a few examples of playing with angles.

I learnt that if you knew what one coloured angle is, than you can find the other angle answer by seeing how much more you need to add to get to 180 degrees. I liked how you had to have a very good estimate



This session in Maths we approached angles in a different way. We were mainly focusing on using a protractor to measure the angles of different triangles. We drew up some triangles, all different sizes and shapes, and measured the angles. Once I had measured all the angles of one triangle, I added all of the angles together. If they were close to or exactly 180 degrees, I was measuring correctly. I learnt that the total of degrees had to be close or exactly 180 degrees in any triangle because, if you measure correctly, they always add up to 180 degrees.

This is a photo of my materials and all of my work.

I found this the hardest triangle to measure because all of the angles are so small and so close together.

I found this triangle really easy because once I had measured the 90 degree ( a right angle ) I just had to have two different numbers that equalled 90, because 90 + 90 = 180, and I know that all triangles equal to 180 degrees.

From doing this activity I learnt that all triangle degrees added together always equal to 180 degrees.


This lesson we continued angles investigation, but we used paper circles. For the first activity we cut a small circle in half and then we folded it in half again. We then cut the half a circle into 3 random sized pieces. We then used a protractor to measure the separate pieces, and if they all added up to equal 180 degrees, then you had measured correctly.

For the second activity, we had a whole circle small circle and cut it into three random sized pieces. We glued them into our Maths books and measured them with a 360 degree protractor. The full circle should equal 360 degrees, because it is a whole. But the half circle should equal 180 degrees, because that is half of the measurement of the whole circle.

Here is a picture of all my circles put together.

From doing this activity I learnt a few different ways to make 180 degrees and 360 degrees.




In maths today, I was a little bit puzzled when Mr. Mckie asked us to each make a Kite out of an A5 piece of paper.

Then when we were asked to estimate the angles of the kite, I knew this maths session was going to be about Angles.

Since Kites are a type of Quadrilateral, and we know that all quadrilaterals equal to 360 degrees, our angles estimate had to add up to around 360.

We then made a second Kite each, and got into partners so we all up had 4 kites. Our teacher then explained that we had to make a video of one of our pair pointing out and explaining the angles and what we thought they measured to. To make things harder, we had to explain two of our four kites sides put together to make a shape. My pairs shape looks a bit like a love heart, but with pointed corners and straight sides.





Term 1 Reflection

This term has been a blast. From all the projects in Design, to cross country and swimming districts, I have enjoyed every moment from the start. I have done so much, learning different forces, and making new friends. In specialists, we have done everything, from French assignments and maths projects, to drama plays and playing the flute for the first time. It’s so cool to have so many different opportunities. This term I have participated in choir, swimming; and next term I will be playing netball for the college. I can’t wait for term 2 because I will get so many more opportunities, and we will start building our Rube Goldberg machines.