# data[].attributes.body
EV3 Sensors

·         22 March 201827 March 2018

·         6 comments

·         Posted by John Burfoot

·

·         EV3

·         Challenge ideas, Reference

Sensors provide robots with information about their environment. With the sensors that come with the EV3, you can make a robot respond to being touched, react when someone or something comes too close, follow a line, or measure how far they have turned.

The selection of sensors in your kit depends on whether you have the Education or Retail version of the EV3 set. See below for a summary of how many of each kind of sensor come with the Education or Retail sets. The EV3 sensors are also available separately (e.g. from your local LEGO Education distributor).

In addition to the standard LEGO EV3 sensors that come with the Education and Retail versions of the EV3 set, it’s worth noting that there are also many third-party sensors available.

Touch sensor

The touch sensor gives your robot a sense of touch. The touch sensor detects when it is being pressed or released. It can even be programmed to wait until it is both pressed and released (we call this bumped).

Challenge suggestions

·         Create a “cookie clicker”-style game that display the number of times a touch sensor has been pressed.

·         Build a robot hand (or venus fly trap!) that closes when something touches it.

·         With two touch sensors and a couple of long wires, create a simple remote control.

·         Make a robot begin its programmed action when a touch sensor is pressed. This is particularly useful if, for example, the buttons on the EV3 bricks are difficult to reach.

Colour sensor (colour, light)

The colour (or color) sensor can detect either the colour or intensity of light.

The colour sensor has three different modes: colour, reflected light intensity, and ambient light intensity.

·         Colour – In this mode, the colour sensor can differentiate up to seven different colours: black, blue, green, yellow, red, white, and brown. Each colour is also represented by a value (see “Colour and light data table” below). Note: For best results, the colour sensor needs to be 1-2 cm away from the colour you are trying to detect, and have consistent lighting.

·         Reflected light intensity – In this mode, the colour sensor emits a red light and measures the amount reflected back into itself from the surface you are testing. The intensity of the light is measured as a percentage from 0 to 100, with 0 being very dark, and 100 being very bright.

·         Ambient light intensity –  In this mode, the colour sensor measures the amount of light in its environment, without producing its own light source. Ambient light intensity is measured as a percentage from 0 to 100, with 0 being very dark, and 100 being very bright.

Challenge suggestions

·         Sort LEGO bricks based on their colour.

·         Drive across different coloured pieces of paper, responding to each colour with a different action

·         Create a barcode reader.

·         Program your robot to respond to masking tape placed on dark carpet.

·         Program a robot to stop when it reaches the edge of a table (ie. it detects no reflected light)

·         Follow the edge of a black line on a light background. As with detecting colour, for best results, the colour sensor needs to be between 1-2 cm away from the surface you are trying to measure.

·         Program your robot to respond differently based on the amount of light in a room, or if another light source shone onto the robot, such as a torch.

Colour and light data table

| Data | Type | Range | Notes
| Colour | Numeric | 0-7 | Used in Colour mode.
0 = No Colour
1 = Black
2 = Blue
3 = Green
4 = Yellow
5 = Red
6 = White
7 = Brown
| Light | Numeric | 0-100 | Used in Reflected Light Intensity and Ambient Light Intensity modes. Measures light intensity as a percentage, 0 = darkest, 100 = brightest.

Ultrasonic sensor (distance)

The ultrasonic sensor measures distance to an object up to a maximum of 255cm (or 100 inches) away. It does this by sending out high frequency sound waves that bounce off any object in range, and measuring how long it takes the sound to return to the sensor. In the software, you can select whether the distance is given in centimetres or inches.

The ultrasonic sensor also has a“listen only” mode that can detect whether another robot is using an ultrasonic sensor nearby. In this mode, the sensor listens for signals but does not send them.

Challenge suggestions

·         Program a robot to move around a room, avoiding objects in its path.

·         Using “listen only” mode, program a robot to react when it detects another robot operating its ultrasonic sensor nearby.

Gyro sensor (rotation/orientation)

The gyro sensor detects rotational motion in the plane indicated by the arrows on the top of the sensor housing. The sensor measures the rate of rotation in degrees per second and keeps track of the total angle of rotation in degrees.

Note: When connecting the gyro sensor to your EV3 brick, you should hold it completely still in order to minimise drift. For best results, reset the angle using the reset mode of the gyro sensor block before every angle of motion you want to measure.

Challenge suggestions

·         Program your robot to turn a specified angle.

·         Program a robot to detect if it has fallen over.

·         Display how far your robot has turned.

·         Create a balancing robot.

Large and medium motors (rotation)

Both the large and medium servo motors are equipped with internal rotation sensors. The rotation sensor is used to measure how far a motor has turned (or has been turned). Rotation sensors can detect an amount of rotation in degrees or full rotations. You can also use the rotation sensor to find out what power level a motor is currently running at.

Challenge suggestions

·         Create a combination lock.

·         Create a trundle wheel, by attaching a wheel to the motor and using it to display the distance travelled.

·         Attach a levers to two motors and create a tank-style remote control for another EV3 robot using bluetooth communication.

Infrared sensor (distance)

The infrared sensor can measure distance or detect signals that are sent from the infrared beacon (see below).

The infrared sensor can be used in three different modes: proximity, beacon, and remote.

·         Proximity – The infrared sensor sends an infrared signal and detects the reflection of this signal by an object in front of the sensor. The strength of the reflected signal can be used to estimate the distance to the object. Its maximum range is approximately 100 cm.

·         Beacon – In this mode, the infrared sensor can detect an infrared beacon, set to beacon mode. The infrared sensor can detect the beacon’s proximity (relative distance from the sensor) and its heading (angle from the direction the sensor is pointing). See the table below for more information.

·         Remote – The infrared sensor can detect button presses on the IR beacon. The infrared sensor can detect which button on the remote infrared beacon is pressed. You can also detect when certain combinations of two buttons are pressed at the same time.

Infrared beacon

The Infrared (IR) beacon is an infrared transmitter, and can be used in beacon or remote mode.

·         Beacon mode – In this mode, the beacon transmits an infrared signal continuously until you press the beacon mode button again to turn it off.

·         Remote mode – In this mode, the beacon can be used as a remote control.

The infrared sensor will only detect a beacon on the channel specified in the software. If two robots are remote controlled by two different infrared beacons, they should use different channels, otherwise one beacon will control all of the robots on its channel. See “Infrared Sensor Remote Mode Data Table” below for more information.

Note: The beacon mode button acts differently to the other four buttons. When you press the beacon mode button, the beacon starts transmitting continuously until you press it again to turn it off. The other four buttons only transmit when they are held down and stop transmitting when you release them.

Challenge suggestions

·         Make your robot seek out and drive towards the infrared beacon.

·         Use the infrared beacon as a remote control for your robot.

Infrared sensor beacon mode data table

| Data | Type | Values | Notes
| Detected | Logic | True/False | True if an IR beacon is detected on the specified channel, otherwise False.
| Proximity | Numeric | 0 to 100 | The relative distance to the beacon. 0 means very close, and 100 means far away. The proximity will be 100 if the beacon is not detected at all.
| Heading | Numeric | -25 to 25 | 0 means the beacon is directly in front of the sensor, negative values are to the left, and positive values are to the right.

Infrared sensor remote mode data table

| Data | Type | Range | Notes
| Button ID | Numeric | 0 – 11 | Identifies which button, or combination of buttons, is pressed on the IR beacon. 0 = No button (and beacon mode is off)
1 = Button 1
2 = Button 2
3 = Button 3
4 = Button 4
5 = Both button 1 and button 3
6 = Both button 1 and button 4
7 = Both button 2 and button 3
8 = Both button 2 and button 4
9 = Beacon mode is on
10 = Both button 1 and button 2
11 = Both button 3 and button 4

EV3 Sensors included in the core sets

Here’s a summary of the sensors included in the Education and Retail versions of the EV3 core set.

| Sensor | Education Core Set (45544) | Retail Core Set (31313)
| Touch sensor | 2 | 1
| Colour sensor | 1 | 1
| Ultrasonic sensor | 1 | 0
| Gyro sensor | 1 | 0
| Large motor (rotation) | 2 | 2
| Medium motor (rotation) | 1 | 1
|  Infrared (IR) sensor | 0 | 1
|  Infrared (IR) beacon | 0 | 1

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LEGO® MINDSTORMS® Education EV3

Instant STEM learning with best in class robotics solutions

LEGO® MINDSTORMS® Education EV3 brings project-based learning to the world of computer science and STEM, enabling secondary students to improve critical-thinking, problem-solving, and collaboration skills. As inspiring as it is engaging and creative, you can use the EV3 robotics technology straight out of the box, and download the software, curriculum material and elearning modules for free. Your greatest challenge will be getting your students to leave the classroom.

LEGO MINDSTORMS Education EV3 Core Set

45544  |  Age: 10+

This core set is optimized for classroom use and contains all you need to teach using the exciting LEGO® MINDSTORMS® set. It enables students to build, program and test their solutions based on real life robotics technology.

The system includes the Intelligent EV3 Brick, a compact and powerful programmable computer that makes it possible to control motors and collect sensor feedback using the intuitive icon-based programming and data logging software.

The set is delivered in a sturdy storage bin with a sorting tray, three servo motors, five sensors (gyro, ultrasonic, colour, and two touch), a rechargeable battery, connecting cables, and building instructions.

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Early in the investigating and defining stage of working  the design brief the children had to research the different digital technology that could be used to run their models.  The design brief listed a motor purchased, however through investigation the design brief materials were changed from a purchased motor to an EV3 sensor ego robotics motor as this way the children could learn about coding and using this digital technology to run their covers.  Below is the details of the EV3 sensor lego motors

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video of the model that Graeme made working

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instead of a hills hoist model my husbands dad made a rectangle clothes line

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a model that my husbands dad made to show the vast array of ideas that children could come up with depending on their skill levels.  This model is actually working with a sensor motor attached!

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photos of my hill hoist and cover model

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I decided to post the email conversations and I will now add the photos of my model and the model Graeme made.  I will also add the photos of the first picture I drew on paper of the design of the model I had in my mind and also the v diagram and the ten lesson plan.

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Version:1.0 StartHTML:000000196 EndHTML:001411375 StartFragment:001378328 EndFragment:001411025 StartSelection:001378402 EndSelection:001411025 SourceURL:https://mail.google.com/mail/u/0/ Greetings form Pete Curtis - u1050995@umail.usq.edu.au - University of Southern Queensland Mail

From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Mon, Dec 17, 2018 at 6:29 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

Hi Peter
I was wondering why I hadn't had a reply on padlet as I have added quite a lot and was asking your opinions on things lol.  I just clicked on something and gave you access as an administrator on the padlet soo I am hoping that you can see everything now and access it.   Would Thursday night be ok for the zoom meeting?  I will be attending the lecture on Wednesday night could we perhaps get on a little bit earlier than the lecture for zoom meeting ot meet in thee lecture zoom bit before??  Could you have a look at the padlet and try see if you can see my additions and let me know you ca read everything.  I added soe quotes that resonated with me from the lecture four readiing and added the pictures aand web links for different covers that I have found.  I just have to add the materials that I have found and taken photo of and then I ill add the material and the design brief as soon as I can.  I think we are on track with everything and I look forward to starting work on the design of the clothesline cover.
kind Regards
Michelle

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Mon, Dec 17, 2018 at 6:30 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

sorry Peter that was  Wednesday night not Thursday night
On Mon, Dec 17, 2018 at 4:29 PM Peter Curtis <Peter.Curtis@usq.edu.au> wrote:

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From: Peter Curtis <Peter.Curtis@usq.edu.au>
Date: Tue, Dec 18, 2018 at 8:02 AM
To: Michelle Holloway <u1050995@umail.usq.edu.au>

Hi Michelle - how does Wednesday at 6.20 sound?
From: Michelle Holloway <u1050995@umail.usq.edu.au>
Sent: Monday, December 17, 2018 6:30:07 PM
To: Peter Curtis
Subject: Re: Greetings form Pete Curtis

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Tue, Dec 18, 2018 at 8:19 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Tue, Dec 18, 2018 at 8:21 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

that is great do I just log on earlier through the normal zoom for the lecture?
kind regardsmichelle

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From: Peter Curtis <Peter.Curtis@usq.edu.au>
Date: Tue, Dec 18, 2018 at 8:37 PM
To: Michelle Holloway <u1050995@umail.usq.edu.au>

Hi Michelle
I will send you a link on an email - click on that at about 6. 25  and we will  spend about 20 minutes catching up  then you will have ten minutes to have a cuppa and get ready for the tutorial .

I will send you an email link  directly

Take care
Pete
From: Michelle Holloway <u1050995@umail.usq.edu.au>
Sent: Tuesday, December 18, 2018 8:21:26 PM

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Tue, Dec 18, 2018 at 9:49 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

Sounds good, talk to you then.

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From: Peter Curtis <Peter.Curtis@usq.edu.au>
Date: Wed, Dec 19, 2018 at 3:12 PM
To: Michelle Holloway <u1050995@umail.usq.edu.au>

Hi there,

Peter Curtis is inviting you to a scheduled Zoom meeting.

Topic: Michelle Holloway consult
Time: Dec 19, 2018 6:30 PM Brisbane

To join from PC, Mac, iOS or Android: https://usq.zoom.us/j/491559005  | Join our Cloud HD Video Meeting now usq.zoom.usZoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done. Zoom is a private company headquartered in San Jose, CA.

From: Michelle Holloway <u1050995@umail.usq.edu.au>
Sent: Tuesday, December 18, 2018 9:49:18 PM

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Wed, Dec 19, 2018 at 6:27 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

Thanks, I'll be there.

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Wed, Jan 9, 2019 at 6:25 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

hi Peter are we still having meeting before lecture tonight??

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From: Peter Curtis <Peter.Curtis@usq.edu.au>
Date: Wed, Jan 9, 2019 at 6:52 PM
To: Michelle Holloway <u1050995@umail.usq.edu.au>

Hi michelle

sorry missed meeting -daughter ill at work had to pick up - racing to get home for tutoiral . will talk thenpete
From: Michelle Holloway <u1050995@umail.usq.edu.au>
Sent: Wednesday, January 9, 2019 6:25:08 PM

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Wed, Jan 9, 2019 at 8:18 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

Thanks Peter.  The lecture tonight was so great.  I will post my model and more info on padlet and if ok with you I will schedule a catch up next week to talk about coding? I want to have he weekend to try get everything sorted with my model and I know you said the model didn't have to work but my husbands dad is an electronic engineer (now retired) and I was talking to him about this course and how interesting it has been and he was so interested in everything that he has designed the motor to help move the cover on the clothesline so I know that I didnt have to do this part in the brief but its been a bit of a project for the family and discussions over the Christmas period when we caught up as a family!  We are all just interested to see it work now.  Ihave organised materials so  that the grade four children definitely have a choice and a sense f agency in how they design the clothesline and they can have a choice as to whether the clothesline is a hills hoist or a rectangle one.  I hope what I am saying all makes sense?  Im very interested to see how we code this solution to our washing getting wet on the clothesline everyday problem!!!
if I have this weekend to get some more things sorted out we could have a catch up next week and I can show you the model and discuss things further?
Kind Regards
Michelle

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Wed, Jan 9, 2019 at 8:20 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

sorry one more question please
If I just put down that all the children get a motor that was purchased from an engineer is that ok  as part of the design brief?  I don't want to complicate things

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Wed, Jan 9, 2019 at 8:26 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

sorry I meant bought the motor from an electronics shop.  Do we have to give the costings in the design brief and list all materials aswell as where we purchased them from and the cost of them?

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From: Peter Curtis <Peter.Curtis@usq.edu.au>
Date: Thu, Jan 10, 2019 at 3:35 PM
To: Michelle Holloway <u1050995@umail.usq.edu.au>

Hi Michelle

No need to go to that trouble - list all matierals but don;t worry aobut cost .

When is a good time for a catch up phone call?
pete
From: Michelle Holloway <u1050995@umail.usq.edu.au>
Sent: Wednesday, January 9, 2019 8:26:31 PM

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Thu, Jan 10, 2019 at 7:28 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

Hi Peter is Monday afternoon ok for you to phone me on 0447 17 11 00 at 4.30pm?
Kind Regards
Michelle Holloway

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From: Peter Curtis <Peter.Curtis@usq.edu.au>
Date: Fri, Jan 11, 2019 at 9:42 PM
To: Michelle Holloway <u1050995@umail.usq.edu.au>

Sounds good Michelle
From: Michelle Holloway <u1050995@umail.usq.edu.au>
Sent: Thursday, January 10, 2019 7:28:28 PM

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Wed, Jan 16, 2019 at 5:39 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

hi Peter just reminding you to please send me an email from the email you want me to forward the photos of the clothesline model and cover to .  If it is to this one that is fine.  when we were talking o the phone I thought you mentioned that it was another email address?
Thanks Michelle

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From: Peter Curtis <Peter.Curtis@usq.edu.au>
Date: Wed, Jan 16, 2019 at 5:54 PM
To: Michelle Holloway <u1050995@umail.usq.edu.au>

H i Michelle

No this one is fine, send away when you get a chance

Cheers
pete
From: Michelle Holloway <u1050995@umail.usq.edu.au>
Sent: Wednesday, January 16, 2019 5:39:10 PM

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Thu, Jan 17, 2019 at 6:48 AM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

Thank you

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Thu, Jan 17, 2019 at 6:05 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

Hi Peter Just letting you know I haven't forgotten to send the photos of my model.  I have been unwell yesterday and wasn't well enough to attend the live tutorial as was in bed at that stage with tummy pains so I will be sending photos through to you very soon.  II will catch up on recording over the next few days and be at live ones next week
Kind Regards'
Michelle

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Thu, Jan 17, 2019 at 7:07 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Thu, Jan 17, 2019 at 7:13 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

Hi Peter the clothesline model has the clothesline cover  open, then the motor senses rain and starts the process of closing the cover, then the other photos are of the cover closed over the line.  I will be sending you a photo with the clothesline with string on it as the clothesline rungs and hopefully some pretend clothes on it to make it look a little bit more authentic.  Im getting there!  I hope these photos are ok for what you need to do!  Thank Michelle

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Thu, Jan 17, 2019 at 8:17 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

clothesline with clothes on it.  I am having trouble with the motor going in properly but this is part of the experience and challenges that would be similar for the children!!!!

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From: Peter Curtis <Peter.Curtis@usq.edu.au>
Date: Fri, Jan 18, 2019 at 1:51 PM
To: Michelle Holloway <u1050995@umail.usq.edu.au>

Thanks Michelle , these are awesome - I will use thesein teh next lecture .

Cheers
pete
From: Michelle Holloway <u1050995@umail.usq.edu.au>
Sent: Thursday, January 17, 2019 8:17:36 PM

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Fri, Jan 18, 2019 at 6:29 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

Glad you like them! its so great to get your positive feedback

kind regards

michelle

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From: Michelle Holloway <u1050995@umail.usq.edu.au>
Date: Mon, Jan 28, 2019 at 9:33 PM
To: Peter Curtis <Peter.Curtis@usq.edu.au>

Hi Peter I am using the model that I made in my assignment and I am going to add the digital side of things by getting the children to try and get the model of the hills hoist cover  they made to open and close using one of the EV3 lego sensor motors and then do some coding using branching and looping like we have been shown in the lectures the children are doing.  This course is all coming together in how bot the digital and design fit together and I hope that I will be able to explain in my assignment what my mid now understands by doing this whole process!!  I have another model that I would like to share with you that my husbands dad made and has it working.  I will try and send the photos and the video.  I am just wondering if you would like to have a look at the model in operation as I think I heard you say during a lecture that you live in Coolum?  and my husbands dad and mum live in Coolum also and Graeme is the electronic engineer I spoke to you about that become very passionate about this project when I spoke to him and endeavored to make a model and get it working!!!!  We are wondering if you would be interested inI taking it into your class so  you show the students another sort of design.  Graeme's is all made using hardware but he will be able to explain it better himself !.  I will be using the one I made in my assignment as Graeme's design is more advanced than what I could do, however thought you would be interested in seeing it.  Am I on the right track by using my hills hoist cover design and then saying that at a school we invested in the EV3 lego motors and software and this is how the children than tried to get their covers working?  Please let me know what you think??  I come down to Coolum regularly to visit my husbands mum and dad so Graeme and I  could drop the model of to you if you interested in looking at it for your class?  I cant believe that this subject has caused my extended family to get involved !!!  It has been very interesting though and I hope my assignment will represent just how much I have learnt as it has been so interesting.  Just one last question we have been interacting quite a lot via this email and have many conversations and I haven't put this on the padlet.  Should I copy these and put onto padlet to show more communication or will you just note that this is also a part of the task three and shows my contributions?  I guesse if someone else is marking I will have to post this onto padlet?  Sorry about bombarding you with all these last minute questions

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Mon, Dec 17, 2018 at 4:29 PM Peter Curtis <Peter.Curtis@usq.edu.au> wrote:

Hi Michelle

How are you ? i am afrad that I can;t seem to see your padlet again - I thin it has to do a lot with  the fact that I am looking at a lot of them , rather than any setting that you have  - I have , however attached the brainstorm that I promised that looks at places in the curriculum that might connect with your idea . I would prefer to discuss the digital one with you on line - any chance of a zoom later in the week?

take care

Pete

_____________________________________________________________
This email (including any attached files) is confidential and is for the intended recipient(s) only. If you received this email by mistake, please, as a courtesy, tell the sender, then delete this email.

The views and opinions are the originator's and do not necessarily reflect those of the University of Southern Queensland. Although all reasonable precautions were taken to ensure that this email contained no viruses at the time it was sent we accept no liability for any losses arising from its receipt.

The University of Southern Queensland is a registered provider of education with the Australian Government.
(CRICOS Institution Code QLD 00244B / NSW 02225M, TEQSA PRV12081 )

# data[].attributes.body
Greetings form Pete CurtisInbox | x

Peter Curtis <Peter.Curtis@usq.edu.au> | Dec 17, 2018, 4:29 PM |  |
to me

Hi Michelle

How are you ? i am afrad that I can;t seem to see your padlet again - I thin it has to do a lot with  the fact that I am looking at a lot of them , rather than any setting that you have  - I have , however attached the brainstorm that I promised that looks at places in the curriculum that might connect with your idea . I would prefer to discuss the digital one with you on line - any chance of a zoom later in the week?

take care

Pete

_____________________________________________________________
This email (including any attached files) is confidential and is for the intended recipient(s) only. If you received this email by mistake, please, as a courtesy, tell the sender, then delete this email.

The views and opinions are the originator's and do not necessarily reflect those of the University of Southern Queensland. Although all reasonable precautions were taken to ensure that this email contained no viruses at the time it was sent we accept no liability for any losses arising from its receipt.

The University of Southern Queensland is a registered provider of education with the Australian Government.
(CRICOS Institution Code QLD 00244B / NSW 02225M, TEQSA PRV12081 )

Attachments area

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This is email conversations with Peter Curtis re assignment two

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hi Peter Are we still on for meeting tonight before tutorial.  I can show you the model I have done so far?  I have been quiet on padlet however have been busy creating model and have lots of stuff to add to padlet that I have been working on and have taken photos of me working on.  Hope you have had a great Christmas and start to 2019!

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Thanks Peter So we will have meeting before tutorial o Wednesday 9th Jan and I ccan show you the model designed ad have a chat about progression!  Kind Regards Michelle

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different materials to use indeesign

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sorry I meant talk before the lecture not this week but next week.  got my days mixed up!  Happy New Years to you nd your family

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Hi Michelle  That all looks good - The lecture this week is recorded and will be put upon Study Desk on Monday - I don't think anyone is interested in listening to me on New Years Eve! The tutorials this week will run at normal  times. What time Wednesday would you like a chat?

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Hi Peter Hope this message finds you well and that you had a Merry Christmas!  I have added the materials and will add the design brief below and photos of the different materials.  I will also add  rough draft of the lesson plans for your perusal.  I am busy working on the design of the model and cover and am wondering if we can schedule a catch up on Wednesday the     I am wondering if we can have a catch up Wednesday 9th Jan as will be able to show you the made model, it wot b running but the model should be made by then!  We could schedule a time like previously before the lecture.  I will be attending this weeks lecture on Wednesday so will speak to you at lecture.  Kind Regards Michelle

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Materials for each group of five children:  to create model: ply wood, synthetic grass, pvc pipe and joiners, wire, a rage of different materials in order for children to choose from to make cover(some suitable for application and others not so suitable)(90 percent shade cloth, 50 percent shade cloth, weed matting, black plastic and clear agriculture woven plastic..  Materials to operate cover:     motor, 2 batteries and battery box, electrical wire, sensor, micro switches, rechargeable batteries and solar panel

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Materials:

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Good Morning Peter  I hope you had  a wonderful Christmas.  I will post design materials for grade four class below:

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thanks so much for uploading the brain storming

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im looking forward to discussing the digital side of things with you

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I will be working till four so could we get onto the lecture zoom meeting half hour early ?  is that enough time?  or is a phone call after four easier for you

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Hi Michelle - I'm in thank you ! I've uploaded the brainstorm that I emailed to you . Yes , I think a zoom this week  will work  - it would need to be fairly early wednesday though as I have a full schedule afger about 11 - let me know

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Hi Peter hope this message finds you well.  As it is boxing day next Wednesday I wont call you on Wednesday day next week, however wondering if we can have a phone call this Wednesday the 19th December to touch base and to discuss how we are travelling what we have discussed and our progress on the deign brief and project.  kind regards Michelle  I will be adding some more info tomorrow re materials that I have been researching for cover and I hope to have a design brief rough plan and the materials listed soon

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Having a very creative daughter and reading this reading about creativity being so valued makes me so happy!  enhancing children's creativity as a teacher and I will be using these quotes as inspiration for the year four learning and design brief

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Creativity, or the ability to think creatively, is a highly prized skill in oul modern society. S<r much so that commercial enterprises, businesses, governments and various institutions ale seeking ways to enhance the creativity ofthe people in their employ (Keirl, 2004, p80). In 1999, the English Government repolt "All Our Futures: creativity, culture and education" (Robinson, 1999) stressed the need for a national strategy for creative and cultulal education to "unlock the potential ofevery young person". Ballow (2004, p38) identilÌes that " linking iunovation, educational oulcot,tres and economic developrnent continue to ernelge as priority policies ofgovernments both nationally and internationally". It is cleal fìom the plenilude of repolts and papels irr the last deoade, that creativity or the ability to think creatively is valued in many ways by various agencies and individuals within our society.

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Creative or innovative thinking is defined by Stemberg and Lubert (1999) as "the ability to produce work that is both novel (original, unexpected, imaginative) and appropriate(useful, adaptive concerning task constraints)".

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just finished reading :  Enhancing creativity through design technology:  Opportunities for developing childens creative thinking and I wanted to include som of the quotes I read in this reading tht resonated with me onto our padlet for inspiration.

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just watched lecture four recording and this was great as it allowed me to see what progress we have made in regards to looking at the V diagram and I think it would be a good idea to do a big v diagram and add to it and then take a photo of the v diagram nd upload photo of it every time more is added and this way we can see our progress from start to finish in relation to our investigating, defining, generating, designing and producing.  What do you think?

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I think e are on track and once I get photo of different materials and decide o what we will use I will upload our design brief and the list of materials that grade four children will use in their creation.  thanks Peter!

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I will to Bunnings and Boyland landscaping nursery tomorrow in order to view some different materials to use for our clothesline cover and will take some photos and upload in order to decide what we ill use!

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As discussed we will incorporate the digital side of things into the design brief by getting the Grade four children to undertake a survey on parents and families to see how many use a clothes dryer to dy their clothes and then we will do a computerised graph using excel in order to determine how many families use their dryer and how many would save on power as a result of having a shade cover over their outdoor clothesline and drying their clothes outside in nature instead of using their dryers!  This will incorporate sustainability aswell!

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there are some different clothesline covers on the market, however I haven't found one that automatically opens up and covers the clothesline when it starts to rain, so the ones I have foud are more permanent structures.  I will post some photos of the different covers I have found and then we will begin creating our design!

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https://www.lifestyleclotheslines.com.au/products/rotary-clothesline-cover

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hi Pete I hope this message finds you well and I hope that you were able to access the link I sent you via email and can ow get onto this padlet a lot easier.  I have been suffering with a really awful sinus infection so things have been taking me a little longer than I would like, however I have done some research re different shade structures and material ect and I will upload some of what I have found today!  I will also list the materials that the children will be given to make their covers to go over their washing lines and the quantities for the design brief.  I am exited to get this project started and am really interested in what you were talking about re the digital lego!

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in regards to the motors to operate the clothes line covers should we get the children to source the little motors as part of the project?  We could list some suggestions of companies that they can contact like JAYCAR or another company that sells motors      to source them?  Or do we just source hem ourselves and then list the materials that the children can use in order to make their covers?

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Year four is fantastic as it is more complimentary to that curriculum now that I have had a better chance to look at things!  I will post the curriculum learning outcomes including both the digital side of things and the design side of things and also list the content descriptors and suggestions re how we will include the ATSI Culture into the project.  Thanks Peter

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Bringing in the ATSI culture is an amazing suggestion!  You have given me so much to think about!  I am so happy that you think the cover is a good idea and yes the children will be making models not real covers so we will begin planning what materials we will need very shortly!  I have been thinking about the digital side of things and now that you have mentioned the wonderful idea about ATSI culture we could set up SKYPE EDUCATION and try and talk to someone re ATSI culture and cver ideas??  What do you think?  Thaks so much for your wonderful input into our group work and invaluable feedback and suggestions!  Look forward to talking to you on Wednesday afternoon at 4.30 pm

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Michelle

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kind Regards

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thanks so much for your invaluable feedback Peter!  I will refer to al of your points and make adjustments and update post answering all of your questions and discuss how we move forward shortly

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Hi Michelle  I like the idea of the cover, but I think that you might find that it is better suited to a mid primary grade - I am thinking Year 4 as in this year , particularly in science , the students  study in the chemical sciences, the properties of materials  - go and have a look at the science curriculum ( the  content descriptor is " Natural and processed materials have a range of physical properties that can influence their use" So think about the properties of the material  that the children will use to make the cover.  I want you to read the elaborations here too and you will see that there are places that you can naturally bring  in ATSI culture . Have you thought about  bringing in the digital side of the curriculum here ? How might you do that ? Also, the kids will be building a model  of  this clearly ( not the real thing)  - think about  the materials  that you might offer them, and what . their properties are - eg water proof, weight ,flexibility , ability to allow light to pass through etc.

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Michelle Holloway | 4:09 PM (0 minutes ago) |  |
to peter.curtis

Hi Peter

I have joined you to my padlet and made some notes on it.  Could you please let me know that I have joined you up successfully and that you can see the posts I have made?  I was thinking of a design for a grade six class whereby they could create a cover for a clothesline when it rains so that the clothes can still dry in any weather and not get drenched when it rains when the clothes ae hanging out on the clothes line?  Let me know if I am on the right track?  I am wondering if we cann schedule a phone call on Wednesday at 4.30 pm if that is convenient to you to discuss the design and ideas and see hw the adlet is going?

Kind Regards

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Hi Peter I am thinking about some ideas re assignment two and designing a solution to a problem. Although I
am a kindy teacher and am specialising in early childhood teaching i would like to work on a design for a solution as a grade six class as i think that this age group will allow for a more in depth design creation and solution. What are your ideas? I was thinking about a problem that I recently had whereby I did some washing and hung it on the line and it rained and the t shirt that my daughter wanted to wear that next day was totally drenched and she could not wear her favourite t shirt to free dress at school, so I have come up with the idea that the grade six students can come up with a cover that opens up when it senses rain and this cover opens up over the hills hoist clothesline. I am thinking that a group of grade six children should be able to come up with a solution and design for this problem, particularly from what I have viewed whilst watching the lectures and the school that you (Peter) works at and the imaginative innovative designs that the children have come up with. I am thinking that we could do a model of the design and how it works using materials and some sort of motor to operate the clothesline cover??? These are just my ideas and I
have listed the Grade six
curriculum that I
think would compliment this design below

or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions  (ACTDEP024 - Scootle )

Elaborations

Critical and Creative Thinking

Generating ideas, possibilities and actions

Consider alternatives

Seek solutions and put ideas into action

Analysing, synthesising and evaluating reasoning and procedures

Apply logic and reasoning

Reflecting on thinking and processes

Think about thinking (metacognition)

Inquiring – identifying, exploring and organising information and ideas

Identify and clarify information and ideas

Organise and process information

Literacy

Composing texts through speaking, writing and creating

Compose spoken, written, visual and multimodal learning area texts

Compose texts

Comprehending texts through listening, reading and viewing

Interpret and analyse learning area texts

Comprehend texts

Navigate, read and view learning area texts

Visual Knowledge

Understand how visual elements create meaning

Word Knowledge

Understand learning area vocabulary

Text knowledge

Use knowledge of text structures

Information and Communication Technology (ICT) Capability

Creating with ICT

Generate solutions to challenges and learning area tasks

exploring the steps involved in the process to satisfy a design brief, need or opportunity

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Assignment 2, Milestone 1 -  Start your PadletThis is part of the Investigating your context phase of the teaching and learning pedagogy.Get a free account with Padlet.  Select one person to create the Padlet and then make sure all members can add to and edit the Padlet.As a group Select the curriculum outcomes for the design brief.  The design brief is milestone 3, before then we have some more work to do.As a group explore the needs and opportunities of the selected technologies curriculum items selected.  Ensure you have selected from both the Digital Technology and Design Technology areasJob done!Hints for Padlet - How to PostDrag and drop directly from your desktop, or click anywhere on the padlet. If you're on a mobile device, double tap anywhere or select the plus (+) button. A simple text post will appear. To attach a file or link, click any of the icons below the text. We support every file type you can you can imagine, from an Excel spreadsheet, to a Spotify playlist, to a YouTube Video, to any link from any site.  |   |   | Assignment 2, Milestone 2 – Investigate and Define Before you can develop a design brief for the students to follow you need to brainstorm,  investigate, experiment with and explore the context and  the different materials and technologies (even ICTs) that you might need to use to make the product. This is an important time for teachers.  There are cost implications here and safety and ethical considerations as well. Specifications need to be developed to complete this milestone.  every group member will use the same specifications in their lesson plans.  See page 149 of the (Technologies Education for the Primary Years). When you have done this, start to develop your design brief. Remember that it may be modified and fine-tuned.   It is very important to get that design brief right - it sets the pace for the whole unit of work. You may need to setup your own Zoom meetings to work together record them. These links can then be added to the Padlet to show the involvement of each member of your group.  You should have downloaded Zoom and assign one of your team to organise these zoom meetings. (just remember to record them…. I always forget!!)    Assignment 2, Milestone 3 – Generate and Design        Develop a long-term plan Begin generating and designing your solution. This might involve choosing materials that work for parts of the design, thinking about how they might join or where they might be used. You might have to think about skills that you might need to develop here; this applies also to the digital aspects of your design brief; what steps will need to be planned for the digital aspects of the tasks to be completed?  On your padlet, include any prototypes or drawings that you might draw or sketch. To complete this milestone, you will need to plan a series of lessons that allows students to develop a design solution that uses both aspects of the technology curriculum.   Think of this problem being done over 10 weeks. Make sure your problem relates well to the curriculum items you have chosen.  Once you have this in mind break down the lessons that you think you will need to have students complete the learning required to complete the problem AND make the solution.  You will put your ideas on the Padlet and remember that you will plan your own five lessons to start the sequence.   Consider the place of the V diagram in this sequence (week 4 lecture) This milestone does not require completed lesson plans.  It requires a table of ideas such as the ones below. The key will be the activity focus ideas.  This will form the basis of the lesson. Don’t put lesson plan strategies in here.  This is for you to develop individually.  Simple ideas like… “ Introduce critical lego parts”, or “exploration of sensors”, or “design drawing”.Example table | Week | Learning Objective | Activity focus
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 |   |   |  Assignment 2, Milestone 4 - Making and checkingYou need to begin making your product now.  You should have the list of specification that your group is using.  Make sure you have five (5) pictures during the process.  Think about what assessment demands there are going to be in the photographs - you will find that the V diagram with its five steps will be very helpful here.  It could be that you use photographs from earlier milestones here to capture the assessment As you do this make sure you have lessons developed that will ensure students can do the making.  Remember you only need to do the first five lessons in full, but you will need to show what is going to happen in the final 5 lessons through the table that you have prepared earlier.  Your collaboration has finished, and this work is to be by you.

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Good Morning Peter! I have just added you to my Padlet so we can begin collaborating and sharing ideas about assignment two. I got your message re working by myself and that is fine! Could you please let me know that you got this message and I have successfully joined you to my Padlet .Kind Regards Michelle