Term 4 Project: Light up Donut Pillow



Today I started my plans for my term 4 project: A Light Up Donut Pillow and I am doing this project alone. I chose to do a light up donut pillow because I had this idea when I did my term 3 project, I thought of this idea because I really enjoyed when we did the light up masks and I wanted to do it with something else. When I thought I could do it this term, I started to do designs in my book to find out what I needed and how can I use it. I had to find out a lot of information on what I need to do and how I can make my project work and then I was given a sheet to write down what I know, how much  do I understand, what question I can ask and  etc. I discover a lot about what I need to make this project work during design. I had to do a lot of plans to show how I am going to do my project and show I have a clear path for my project that I understand. I found out that I needed templates for my project so I don’t mess up the designs and have to restart.

Things I need ⬇

  • Pink fabric
  • Brown fabric
  • Cardboard (templates)
  •  My pencil case
  • Brown thread
  • Pink thread
  • Stuffing
  • LEDs
  • Wire thread
  • And a plan


What do I know about this topic?

I know how to sew with a machine and by hand. I know how to use LED lights in circuits. I know how to sew LED lights on fabric with wire thread.

What information do I have?

I know that I want to use the small LED lights that I used for my mask project in term 1 and I know you need to have wire thread, a lily pad and a battery pack.

How much do I understand? 

I understand how to use the LED lights on fabric. I understand how to sew things by machine or hand. I understand the positive and the negatives on the  LED lights, Battery Pack and the lily pad. I understand I need a plan so I have a clear plan of what I am doing and how am I going to do it.

What questions can I ask?

I wonder how this project will turn out in the end?

I wonder if there are any problems along the way?

I wonder if my project works or doesn’t work?

I wonder what problem will happen and if I can fix it?

I wonder if I can do more then one?

I wonder if I’ll learn more from this project then I thought?

I wonder if I have a clear plan?


My Design Book Plan



Today I started to do my templates for my project and I realised I didn’t need cardboard I just needed thick paper. When I did my templates I found it  really hard because it was hard to find something to trace around that was circler and big it took me at lease 20 attempts to do my icing template and in the middle of my lesson I had a music lesson so I didn’t have time to start my base template. I had to look back at my book so I could see my plans and I had to measure the icing template so it would be big enough it fit on the fabric or it is to small to sew.


Today I started my base template and finished it. Soon I start tracing the templates and I found out that you had to pin the templates on to the fabric so it wouldn’t move around and would ruin your shape it took me a full period to complete tracing all the templates onto the  fabric. I started with the icing and then did the base ones. In period 5  I started cutting it out and half way though the lesson I finished it. The other half I had to learnt how to stop the edges of the fabric from fraying so I practiced for the next lesson.

Here are some photos from the lesson



Finished the Cutting


Icing Template

Base Template


Today I started sewing the outside of my base fabric so the fabric wouldn’t fray. I found this harder then I thought and I thought it would be hard. I was so nerves to do it and I felt like I was going to do it in the end. Frist I practice again so I wouldn’t mess up and went it was time to do my real one, I still didn’t feel confidant but when I start to sew I was focusing really hard so I would mess up. When I finished the outside of both of the bases I was so proud of myself and I was so happy of what I achieved. When I was told to sew the inside of the bases I was so annoyed and didn’t want to do it. When I did my first one I started to sew and kept stopping until I finished. When I did my next one I felt a little bit more confidant  and I think I did a really good job on the second one. When I finish I was so happy and relived that I finished it. At the end of the lesson Mrs Watson taught me how to sew my icing on to my base and I had a go I found it really hard but I think I will get better.

Here is a picture of how I am going to sew my icing

Here is the base that I sew around the outside to stop the fabric from fraying

Sorry it is hard to see


Today I practiced connecting to fabrics together and I found it really hard to do and really hard to control. When I start to do my project to day I thought connecting two fabrics together as going to be ok but I found it really hard. I did this because I am learning how I can connect my base fabric and my icing fabric together. When I started to do it I had to replace my thread and it took a bit of time to figure out. When I started my practice it was hard to control the fabric until I got the hang of it. I had to learn how to turn sharp again but I found it better then last week. I was going to start my real one until I had problems pinning the icing onto the base I have got I pinned now but I run out of time so I am going to do it next lesson.

Here is my practice I stuffed it so I could practice stuffing


Today I started connecting my icing and base together and when I was about to start I noticed I didn’t have enough pink thread to complete connecting the icing and the base together and I had no idea where to get more then Mrs Watson told me I could go to the text tile room and get some more pink thread. I went to the room and found some pink thread, I could find the exact colour but found somethings close enough. I found out I had to make a new bon-bon and I learnt how to make a new one from last lesson. When I was sewing the icing on to the base. I had noticed that when I was sewing that I didn’t hold the string back and I had to redo connecting the thread to the machine and I had to take out the bon-bon because I had tread stuck and that took me half the lesson. Once I fix that I started to sew the icing to the base and had a few problems but they where easy to fix but in the end I only did half but next lesson I will try to finish it and start something else  that will improve my project.



Today I finished connecting my icing to my base and that took half of the lesson to do because I had a lot of trouble with the machine and once I fixed it I kept stopping the machine and when I started it again it wouldn’t work so I had to re-do it. Once

Term 3 Project


Today I had my first lesson starting my term 3 project, I am working with Michaela and Romy and we are making a ski resort called MRC mountain because it’s the first letters of our name M for Michaela, R for Romy, C for Charlotte. Today we discuss what we needed to do and last week we had to think about what we needed and where we get it from. Here is the list of things we needed ⬇

A List Of Things We Needed:

  • Icy pop sticks to build little huts
  • LED lights to light up our huts
  • Lego people
  • Lego we-do 2.0 motors to move the chairlifts
  • Instant snow to be the snow on the mountain
  • Paper Mache to cover the chicken wire and give us a mountain shape
  • Chicken wire to form a mountain shape to put the Paper Mache
  • model trees to be the trees on the mountain
  • 3-D printing chairs to put on the chairlifts
  • String to tow the chairs around

Today I started draft drawing of the ski lift which will be on the mountain Michaela did one too and so did Romy. Me and Romy did a draft drawing of the huts that we are making out of icy pop sticks and the chairlifts designs made of Lego. Once we finished me Michaela and Romy and I went up to the Enviro to get some chicken wire to mould the mountain shape. At the bottom of the mountain we are putting model trees. On the mountain there are three chairlifts, the chairlift chairs are going to be 3-D printed. On the mountain we are making two Magic carpets using Lego we-do 2.0 programming. Down the side of the mountain is going to be a café made out of icy pop sticks and a couple of huts. On the top of the mountain is going be a lodge with LED light to light it up.

Here is picture of my drawing layout of the mountain ⬇

GREEN : Trees

GREY : Magic carpets

LIGHT BLUE : Ski lift


PINK : Huts

PURPLE : Ski lift

RED : Café

BLACK : Outline of the mountain

This is a photo of my chair and hut design today:


Missed 2 Lessons


Today me, Romy and Michaela started moulding the mountain. We used chicken wire to shape our mountain it was harder then we expected it was going to be, I tried by myself it was a terrible idea, In the end Michaela and Romy help me and we had some crazy ideas to shape the chicken wire in a mountain, in the end Michaela came up with an idea by standing in the middle and me and Romy moulded it around her leg and then we had a mountain shape. Once we finished moulding the mountain shape we tried to hot glue the chicken wire to the big board but the chicken wire was to strong so it did not work so we used the staple gun and Michaela did (me and Romy were really freaking out) we stapled the chicken wire down.

Here is a photo of us moulding the mountain


Today  I started making the lodges out of icy pops stick and Romy and Michaela started the Paper Mache it was very messy it took quite a long time. They only got time do half of the mountain it took along time. The hut took along time to do in the end, but now it finished and I hope I can put it on the mountain.

Here is a photo of what Michaela and Romy did so far.⬇






What has work so far

I think the mountain shape is going good I thought that the moulding would be easier and Michaela  and Romy have done a really good job. I like the ski lodges I made out of icy pop sticks that turned out better thought.

What has challenged you so?

Moulding the mountain was a lot harder than expected and trying to connect it to the board was even harder. Making the lodges took a lot longer then I wanted and a lot harder too. The mountain is taking a lot longer then I wanted.

Have you made any changes to your original plan?

We were going to have a lot of chairlifts on the mountain but we don’t have enough time so we are only having two lifts. We are also getting rid of most of the trees  because we couldn’t find enough Lego trees. We were going to make the chairlift huts out of Lego but now we are making them out of icy pop sticks and we can’t make magic carpets anymore because we don’t have enough motors.



Today I got back kjl didn’t work on the mountain we just finished the create part of the sheet in our design book. That only took about one lesson and the rest of the lesson we just made the lodges out of the icy pop sticks . We did realise something the lodges that we have been making, we completed three but there are too big so they take up most of the mountain so decided to use the small icy pop sticks so then we can make village at the bottom of the mountain.

Today 31/08/2018

Today I got back and so much has change the Paper Mache was finished and there was paint on the mountain. I had to catch up on a lot and I think Michaela and Romy are going to finish the mountain next Friday. I got started on a chairlift design and more hut designs took half of the lesson and the other half was helping paint the mountain, here’s a picture of the mountain so far.⬇




FIRDAY 7/9/18



Today I was told that we are having an expo next week Friday and we had to prepare for the expedition. I left for a music lesson and I came back and found so much done. Romy had done a lot to the poster we are making and I think we can finish it by today. Michaela is at athletes today but we are just doing the posters. We finished the poster and here are some pictures of them.



We have only a few lesson left and Today I started the prototype chairlifts and the real chairlift  Romy and Michaela went to the Enviro and got some twigs of the trees because we thought that would be a better idea than spending a lot of money on fake Lego trees. To stick on the mountain we got some blue tack and put it at the bottom of the tree and stuck it to the mountain it looked really good and a lot like the trees on a snow mountain. Romy made a river using blue foil and I help her  put it in a bunch of trees around it and it looks really good.  We have a bit of a problem  putting the chairlift on the mountain it wasn’t high enough so I look through the bag to see if we could find anything and I found a big lodge we cut the bottom off and put on the mountain and it was the right size for the Lego we do 2.0 motor go on.  When we had finished putting all of the things on the mountain at the top it was a bit plane so I and Michaela decided to use my first lodge and me and Michaela thought that we just add some LED lights in the huts. I am not so sure when we are going to do that, I hope we get the chairlift working Tuesday.


Today I worked on the chairlift end the end it didn’t work. Michaela help me and I really need her help today. We had a lot of idea but it till didn’t work, we got a lot of ideas from everyone but they still didn’t work every time it fail we thought this:

F rist

A ttempt

I n

L earning

and kept pushing on and trying to get it working but I didn’t get it to work, I am going to keep working on it at lunch time and this was our last lesson so I am going to keeping trying and the expo is on Friday I hope we have it done by then, if not we can show them what we have done so far and we have to show them our learning.



Today was the Design Expo and there was some amazing projects, people did during the term and they look like they had a lot of effort in to them. There where some amazing documentation that people where showing in expo. They told us what they learnt while doing their projects, what went well, went didn’t go well, how we fix our projects and what challenges they had. Half way during the Expo Mr Colbert told us to take 3 photo of other projects and tell why we chose them. I chose Maddie K & Rose’s theme park, Maddie B & Hannah B netball ring scoreboard and Will & Ben’s hover soccer.

Maddie K & Rose’s theme park

 I chose this project because I like the way they used the Lego and the programing for the fairest wheel. I like how they used Lego to build different buildings and different things for the park. I can see they did a really good job and put a lot of effort into it and I hope they do something as good as they did this term.

Maddie B & Hannah B’s Netball Ring Scoreboard

I chose this project because I can see they used a lot time into a project and did really well. I really like how they used different things in their project like Lego, Little Bits, 3-D printing and a down ball. I can see they did so well and I really enjoyed there project and couldn’t stop. I really like how they used Little Bits for the scoreboard. I also like how they used Lego for the catapult so the down ball and go though ring and hit the button so the little bit can count a score.

Will & Ben’s Hover board game

I chose this project because they used something we learnt during the year and they used a hover ball thing and changed it and used 3-D printing in it. They used Hummingbird to sense when the hover things goes though the goal and turns the light green and they also used wood to build the goal and painted it. They used the hover thing and took off the top and change it with 3-D printing.

What I Learnt during this project

I learnt how to calibrate and listen to other people better. I also learnt how to use new things and getting to use them on our project. I think I have learnt more from this project and I want to learn even more in my next project. Here is a video of what we learnt during this term.








The Bombing of Darwin Book Review

A diary of a boy named Tom Taylor who experienced The Bombing of Darwin in 1942 during WW2. Tom is 14 years old and move from Adelaide to Darwin with his Mum because his Dad work in the military. Tom finds the hard life in Darwin from digging trench in case of bombing or air raids, having only a certain amount of food, false air raids and most importantly the  Bombing of Darwin. Tom’s Mum finds a job that the post office which is one of the main targets in the bombing of Darwin and his Dad works on the wharf where they load and unload the weapons and is also one of the main targets in the bombing. Will Tom’s family survive the bombing of Darwin or not and will Tom enjoy it in Darwin and learn a lot of history. Read my The Bombing of Darwin to find out.


I rate this book:

I learnt a lot about the history of Darwin and how scared people were during WW2. I learnt about how the bombing of Darwin affected life all around Australia from people dig slip trenches, lights out after a curtain time, only allowed a pacific amount of clothes, food and more.  The Bombing of Darwin was the first attack on Australian soil and many people would have not known what to do. I really enjoyed reading this book and I have learnt a lot more history, I never really knew about the bombing of Darwin and now I know a lot about it. I can’t wait to read my next Australian story.


List if you think there is a moral, theme to this story

  1. Bombing of Darwin
  2. WW2

Compare the experiences of Tom with a character from another book​






What groups do you belong to?

  • Sport
  • Social media group
  • Girls group
  • Netball group

Why do we become members of a group?

We become members of a group to know we will have a friend by our side and to also make new friends. A group can show you how much you have in common with someone and how much you don’t. I  have found a group is a good things, there always a surprise and a great friend to talk too.

What stories do we remember and retell of the groups we belong to?

I remember the time we won our netball grand final and we all did it as a group and I enjoy hearing how they thought about it and that made me really happy.

I really like being in these groups. I always know I can talk without be teased and embarrassed and I love to hear what everyone has to say and it always a surprise and sometimes funny


In design I have learnt to program a sphero around a course by myself. A sphero is a round ball with circuits inside. To program a sphero you can only use an I device like an iPhone and an iPad, the app you use is called Sphero Edu. When you go on the app you need a charge sphero so you can connect to it when your on the app. You can start a new program each time you want to, when go on the program you have a page down the bottom there are program blocks witch is how you program the sphero.

The app

Course 1

This course we had to program it to go forward and then turn and then go backwards. Frist I did was aim it so it goes in the right direction. I start the program by programing  it to go forward in a certain amount of time so it would go out side the line and soon I made it turn 90 degrees and move forwards for a 1 second then I made it go backwards because if I turn 90 degrees it well keep going the same direction because it is at 90 degrees it doesn’t turn 90 degrees It goes where 90 degrees is, so I have to go backward.

Course 2 

This course was the hardest for me because you go forward and then a quick turn, forward again and another turn. Frist I went forward for a few seconds then straight away a quick 175 degrees turn for a quick amount of time then forward again for a longer amount of seconds, soon a 90 degrees turn for short amount of seconds.

Course 3

This course I went forward for 1.5 seconds then a 90 degrees for 1 seconds went backwards for 1.7 seconds and turned 90 degrees for 1.5 seconds. This course was one of the hardest because it was one of the longest course I did and the amount of seconds was really hard because I had to be pacific with the amount seconds so I wouldn’t go out side the lines. Frist  time I did it keep going out side of the line so it took about 5 attempts to find the right amount of seconds.

Course 4

This course I created I thought it will be hard because you came out of a corner and program your sphero to fit into a small gap in another corner. The hardest thing about this course is the degrees turn. I found out it was a 47 degrees turn I tired 45 degrees but it was to short and it didn’t fit between the gap. First I went forward for 1 second and then did a 47 degrees turn for 1.8 seconds.




Lego Simple Machines

For my last rotation I did a chairlift lego wedo 2.0 simple machine.

Me and my partner Grace built a chairlift by using our imagination and knowledge to build this chairlift we used Lego we do 2.0 we built 2 platform with each one having one motor and then we added string so we could carry our chair around. First time we did it we used one motor we used the inside of a big wheel and connected it to our simple machines the motor, then we looped a piece of string around the 2 wheels then we programed it to move the wheel and then the string lapped around many times. Soon we added a chair that didn’t work because of the weight, so it dropped when it went around the wheels so we made it lighter but then we thought we could make it higher. We tried making it higher then we realized it will work with  2 motors so we added 2 motors but one was a Lego wedo motor and we had two computers I use my computer to program that one and Grace programed the Lego wedo 2.0 motor, we tested it and it worked but when we put the chair on it didn’t work we needed to take off some weight so we took off the body and had just the head. It couldn’t get pass the big wheel so we use the small wheels and he got past perfect and kept lapping over and over until one of the motors stopped. 



At the moment I am learning about hummingbird and how to use it. The aim of this task was to investigate outputs, inputs, different types of sensors and LED lights. We went on to a website to teach us a more about hummingbird. On this website there are modules with exercises to discover more about LEDs, motors, sensors and more.



Inputs are mainly sensor. Inputs send a message to the computer to tell us what it has found.

Modules 1 using outputs 


Outputs are LED lights, motors etc. Inputs are messages sent from the computer to the hummingbird board to make the program work.

Exercise 1

The aim of this exercise was to investigate the single LED light and the bright intense.

Exercise 2

This exercise we had to make our light stay on for 3 seconds.



Exercise 3

This exercise we connected a second LED light to the hummingbird board and had to make the first LED light hold for 2 seconds and then the 2 LED light will hold for another 2 second and at the same time they will both turn off.

Exercise 4

This exercise we had to write a program that turns two LEDs on at different intensities, waits five seconds, and then turns both LEDs off. 


Module 7 using inputs 


Inputs are mainly sensor. Inputs send a message to the computer to tell us what it has found.

Exercise 1

Attach a light sensor to the hummingbird board and use the hummingbird light brick and see what happens.

This exercise we use a light sensor around a room and it only took one brick to do and we tried it I different light intensives.

This is my hummingbird video

My video will not load and it malfunctioning, sorry


Ev3 Robotics

Ev3 is a type of LEGO robotics that uses the a brick , the brick is the brain of the entire robot without it nothing may work. This robot uses a program that’s new to me so it took sometime to figure out.  I didn’t have just one challenge we had to build the robot we struggled to find parts but we got there in the end and our robot look amazing.  Before we started to do challenges we had to do a drawing of our robot, a right angle and birds eye view drawing. We had to list all the parts of the robot and tell what they do, this drawing took  2 weeks to do but it still not finished.


Programing wasn’t easy we struggled to find the purposes of each box. Once we got that done we got to start our challenge

The Brick

The brick is the most important part of the entire robot without the brick nothing moves or works. The robot is sort of  like the human body but the brick is the brain. Without a brain nothing works. The brain holds our knowledge and uses it to make us move and work. The brick is just the same but it controls the robot and you have to teach by programing.



CHALLENGE: Move your robot forward

from the start line to the finish line and

back to the start. No turns.


What should you do?

  • Move your robot from the black line to the green line and back using seconds, using degrees and using rotations.


1) What did you notice? Differences/Similarities between seconds, degrees and rotations?  Which was most accurate? Least accurate?




I found out that the seconds move the robot for that amount of time you program. I found seconds easier and quicker because I understand more and made more sense when I figured it out. I started to use the second with a slower speed witch meant I had to make the robot go longer. After I did that I change the speed faster witch meant I had to make the robot go for lest time.




I found out the 360 degrees is one rotation of the wheel. I tried 90 degrees and that did one quarter of a 360 degrees rotation. Next I tried 180 degrees and did half of a 360 degrees rotation. This programing took a while to figure out because we use a small amount of rotations but we try something bigger witch got us to the end of the 1 metre ruler, next we used the exact amount of rotations to get back.


I found out the amount of numbers you have the wheel doses that many rotations. This was the first one we did so it is a bit to long. This one we used little rotation but a lot of speed, we started of by doing 100,100,100 and so on but then we added rotation witch cut the program of a bit.

Turning Challenge

CHALLENGE 1: Your robot is a baseball player. Program the robot to go around the baseball diamond

What should you do?


  • Program the code
  • Test it out


Explain our code.

In this code we used rotations to move round the base. To move straight we used 6 rotation and to turn we used 1.7 rotation. We used 50 as our speed and -50 to change our direction.

What was challenging?

I found challenging was to find out how many rotations we needed to turn our robot and what speed in the end we used 20 as our speed and 1.7 as our rotation.

I also found challenging was how fast our robot should and how many rotations we should use. Soon we figure that it was the same as go up on the move straight challenge with no turn. In the end we did 50 as our speed and 6 rotations.


What do you notice about how the robot moves? Which parts? How?

I notice the motors moving the wheels so it could get around but every time it was turning only one wheel was moving. I thought why and then I realised because the wheel on the out side was stirring the robot so it could change directions the other stop so the other wheel could turn around to the other side.


Could it be done a different way?

Yes. I thought seconds might be better and least longer to program because I understand more and I know how to turn the robot 90 degrees and the program for 1 metre. I all ready have a rough idea of it.



CHALLENGE 2: Your robot is a baseball player.

The robot has to run from one base to the next.

Oh no! He’s going to be tagged out.

So he has to turn around and run back to the previous base!

What should you do?


  • Program the code
  • Test it out


Explain our code.

This program we used degrees. For the straight side the speed we used was 50 and the degree was 1750. For the turning part we used 100, the speed was 20  and the degrees was 360.


What was challenging?

I found challenging was the how much rotations I needed for 1 metre. I used only a small number and that did not work so I decide to do a bigger number and that was still not bigger enough. I had 5 attempts till I could figure it out, once I did I was so proud of my self.

What do you notice about how the robot moves? Which parts? How?

I notice the motor was doing the exact something as the other one, when it was turning one of the wheel stoped and one of the kept going because one stops to grip so the other turn the amount to do the turn.


Could it be done a different way?

Yes. I could of done seconds or rotations. Rotations I have done a lot so I know 1 metre and how much rotation I need to turn. Second I can do the same I know 1 metre and how many second I need to turn.

Colour sensor 

The aim of this task was to make you robot move to a coloured piece of paper and turn and return to it’s starting point. In this program I used seconds I could of used rotations or degree but I chose seconds because I understand more and I easier because I know how many seconds programs so I can use them in my challenge. 

What’s a colour sensor

A colour sensor is a type of sensor some know it as a light sensor. A colour sensor can either follow a line or stop at a line and go to the next program. You can program the colour sensor to the choice of colour.

 Challenge 4:

Can you make the robot move to a coloured piece of paper and turn and return to it’s starting point.

Explain the code

In his code we used something different we used a new type of coding called on. On dose not have a certain amount of second, rotations or degree. On constantly keeps going I dose not stop unless you have a colour sensor program to make the program stop or go to the next one. This code we used a pivot turn, witch is when one wheel stops and the other one keeps moving.

What was challenging?

I had one problem the robot wasn’t moving probably so I need help to found out what. Someone helped me and we found out the problem. Apparently I needed to change one of the ports and insert into another one to move the robot, this is confusing me why I had to change ports and it’s something I want to figure out.

What do you notice about how the robot moves? Which parts? How?

I notice straight away when the sensor senses the colour it went straight to the next program because I had program it to sense the colour once it found it, it will to go straight to the next program block to continue the rest of the program.

I notice our robot did a pivot turn. One wheel had stoped and the other keep going for the certain amount of time. Next I want to do a turn when one reveres and one goes forward.

Colour Sensor Brick

1: This brick is the start brick. When you tap on it will start the program

2: This brick is called ‘on’. There is two things on this brick direction and speed

3: This brick comes up with a menu bar with different types of sensors.

4: This brick shows colours with each having a number to match. The colours are black, green, red, blue, yellow, white and brown.

5: I know this brick you can connect it into others that look the same but have writing in in them like the direction, speed and colours.

6: This one is important to check because if you don’t have it in the right port I wouldn’t work.

7: This is sort of like the other one it’s is important to check if it’s not the same ports plugged in on the robot it wouldn’t work.

Challenge 5:

This task was to learn and get to know about a switch brick and what it dose. To complete our challenge we had to program the robot to move around inside of a rectangular shape and not escape by using the colour sensor.

This challenge I had to use my knowledge of what I had learnt of about the bricks and  the robot. We learnt what the switch brick is, the top of the brick is yes and the bottom is no but that’s what we were told the rest was up to us to investigate.

I this challenge I had trouble to keep the robot inside the rectangle. My first challenge was to find out what to put into my switch boxes until I had help from someone and found out you need a display brick. I was wondering why I need it and I still need to discover why.

My second challenge was to find how can I move my robot and sense a red line this one was one of my biggest challenges. First of all I had used my knowledge to think of something similar to this like my colour sensor challenge. In my colour sensor challenge I used a type of programing called “on”, witch makes the robot continuously move at a speed you programed, until a colour sensor senses a colour and either stops or goes to the next brick of the program. I used my knowledge and used the start of the colour sensor program into this challenge.

My third challenge was to put it together. First I used the start of the colour sensor program and then I thought “what next?”. I was wondering when would I need my switch block and then I thought what will happen if I put it next to the colour sensor program, so I did it to see what will happen. Then I thought I wanted the robot to move around the rectangle so I added a turn to move the robot around. I needed this program going forever so I added a loop so the program will loop back to the start forever.

My first test of the program did work but it wasn’t complete it went outside of the rectangle corners because there is no colour there. I want it to stick to sides of the rectangle so I thought maybe I should slow down my turns and see what will happen. The turn keep my robot inside the rectangle and the loop keep the program going forever.


Program Snip

This program I used on and seconds. I chose seconds because I have done this in my first Ev3 challenge and I found it the easiest, I haven’t done it in any other of my other challenges. The turn I used was a pivot turn because I found that the easiest turn.

1: This brick is the start brick to start your program without it you may not start the program

2: This button comes up with a drop down menu with off, on, seconds, degree and rotations

3: The direction button I have it on 0 because I want it to go straight if I had it on 50 it will make a 90 degrees turn.

4: This button controls the speed of the robot  I have it on 50 witch the speed it mid way, if it was on 100 it will go really fast.

5: This button can have seconds, degree or rotations the button allows you put the amount of second, degree and rotations you want.

6: When you hover over this button a drop menu comes up with different types of sensors

7: This brick shows colours and the colours have numbers that match. The colours are black, green, red, blue, yellow, white and brown.

8: This is part of the switch brick and means “no”.

9: this is part of the switch brick and means “yes”.

My Videos 

Fail 1

My turns were a bit big so I made them smaller witch got my robot staying it the paper. Most of my tests, my robot kept getting caught on the piece of paper witch was really annoying so I managed to get a video of it working.

The Video

My video is not working so I am going to try again to get a good one.

EV3 Challenge: line following challenge

The task is teach your robot to follow a  black line using the colour sensor. You can ask the robot question using a switch brick ” if you see anything other colour, turn” and  ”if you see black, turn”.

Oval Challenge

The aim of this challenge was to get your robot to go around the oval.

This was my program for the oval challenge. First I started with a huge program and then used things I had learnt from other people and used that in my program but then I realised all it need it to correct it self if it goes outside the line and it doesn’t need a long program all it need a switch brick and 2 motion blocks. One of them tell the colour sensor to turn a bit to sense the black line again.

Here is a video of me explaining the program and what it dose. 


My Ev3 Video


1 2