STEM Activity: To programme a Bee-bot to move in the shape of a circle
Investigating and experimenting
Recording and communicating
What we did:
We watched a fun video about the circle with a catchy song.
Lorchán wrote the word ‘circle’ on the whiteboard.
Each of us had a turn at drawing a circle on the whiteboard.
We did a hunt around the classroom to find circular objects. We really enjoyed this.
We sat at the group work table and read through our Bee-bot social story.
Thomas ordered sandpaper numerals from 1-4 on the table and we looked at the 4 pieces of equipment which we needed for the experiment.
We each took a turn at programming the Bee-bot to move in the shape of a circle by pressing the right arrow 4 times.
Ciarán cleverly pointed out that we could also press the left arrow and it would still move in the shape of a circle.
We watched the video about the circle again.
We recapped Lesson 1 by looking at photographs on the interactive whiteboard which were taken during the lesson.
We discussed how we could confirm our observations and prove that the Bee-bot can move in the shape of a circle.
We observed Ms. Groarke attaching the marker to the Bee-bot with an elastic band.
Each of us took a turn at programming the Bee-bot to move in the shape of a circle with the marker attached. We pressed the right arrow 4 times and ‘Go.’ Then we pressed the left arrow 4 times and ‘Go.’
Sometimes we had to press ‘Go’ more than once and adjust the marker so that it left a more visible circle on paper.
We labelled our work with lots of care as you can see.
We watched the video about the circle one more time.
We recapped Lessons 1 and 2 using photographs.
We discussed if 2 or more Bee-bots could move in the shape of a circle at the same time.
We agreed that that they could once we press the right/left arrow the same number of times and ‘Go’ at the same time.
We prepared 2 Bee-bots by turning them on.
We pressed the right arrow 4 times on both Bee-bots.
We practiced pressing ‘Go’ on the 2 Bee-bots at the same time and observed them mostly moving in unison.
After a few trials, we did it one last time and video recorded our results.
We hope you enjoy reading about our contribution to this year’s Science Exhibition!
We have been experimenting and testing the force of water on objects by investigating things that float and sink.
To begin we collected a variety of items from around the classroom to investigate. As a class we predicted which items would sink and float in water. Next, in our groups, we took turns to test the items to see if they would sink or float. Lastly we sorted the items into two groups; sink or float and we recorded our results.
The second activity we completed was ‘Design a Boat’. Firstly we experimented with a ball of plasticine to see if it would sink or float and if changing its shape would make a difference. Then in our groups we tried to use the plasticine to design a boat that would float. If we were successful we tested our boat to see how many ‘passengers’ (dried peas) it could carry. After a few attempts some groups were successful! 🙂
The last activity we completed was an experiment called ‘Dancing Raisins’. We predicted what would happen to the raisins in water and in soda water and then observed the differences between the two types of water. We were amazed to watch the raisins begin to ‘dance’ in the soda water! Why do you think this happened?! 🙂
We developed a number of questions and put them on clip boards.
In our research we discovered that there are a number of types of bridges including arch bridges and beam bridges. Observation
We observed that Harold’s Cross Bridge is an arch shaped bridge
while Portobello Bridge is beam shaped.
Portobello Bridge has a lock. The ropes can be released to open
the lock gates and increase the water levels and allow boats through.
Take a look at our Eco friendly bags. We researched gift bags and discovered that the majority of them are made in China. We wanted to reduce the air/land and sea miles used and thereby reduce our carbon footprint by making bags of our own using old newspapers.
Using blocks, paper, books and crayons to test we designed bridges to see which ones were stronger and could hold the most amount of crayons. We manipulated our structures to increase their strength by folding the paper used, using double layers of paper, creating arches and structures for extra support.
The material from which a structure is made is important but you can strengthen a material by changing is shape. Bridge designers often use different shapes for example: arches and triangles. The curve of the arch spreads the load on the bridge and makes it stronger.