MAKING A CONTROLLABLE VEHICLE
BY
CHARLIE
BOLLAAN
OUR
TASK
WAS…
to
build
a
car
with
a
motor
and
a
pulley,
then
I
connected
it
to
the
batteries.
After
that
I
put
a
shell
on
and
saw
if
it
still
worked
fine
then
I
put
it
on
the
computer
by
using
the
inter
face.
First
we
did
our
plan.
We
did
two
plans,
one
of
a
bird’s
eye
view
with
no
shell
with
innards
and
the
measurement
for
wood
and
the
axel.
Another
page
with
a
side
view,
front
view,
back
view
and
back
view
all
with
shell.
Plan
of
my
model.
The
software
we
used
was
junior
control
the
hardware
was
the
interface.
Our
program
was…
Motor
C
forward
Wait
10
Motor
C
reverse
Wait
20
Motor
C
off
Motor
C
forward
Wait
30
Motor
C
reverse
Wait
40
Motor
C
off
This
program
made
my
car
go
backwards
and
forwards
several
times,
wait
means
wait
so
many
seconds
until
it
starts.
Page
1.
Our
task
was…
Page
2.
Plan
of
my
model
Page
3.
We
connected
it
to
the
computer
by…
Page
4.
Plan
1
Page
5.
My
vehicle
design
Page
6.
How
it
works
Page
7.
My
Evaluation
Pupils
understand
the
need
for
care
in
framing
questions
when
collecting,
finding
and
interrogating
information.
They
interpret
their
findings,
question
plausibility
and
recognise
that
poor-quality
information
leads
to
unreliable
results.
They
add
to,
amend
and
combine
different
forms
of
information
from
a
variety
of
sources.
They
use
ICT
to
present
information
in
different
forms
and
show
they
are
aware
of
the
intended
audience
and
the
need
for
quality
in
their
presentations.
They
exchange
information
and
ideas
with
others
in
a
variety
of
ways,
including
using
e-mail.
They
use
ICT
systems
to
control
events
in
a
predetermined
manner
and
to
sense
physical
data.
They
use
ICT-based
models
and
simulations
to
explore
patterns
and
relationships,
and
make
predictions
about
the
consequences
of
their
decisions.
They
compare
their
use
of
ICT
with
other
methods
and
with
its
use
outside
school.
The control work is good. The work is annotated using scanned images. It was e-mailed to the team.
The
Next
Step
The
next
step
would
be
to
make
the
presentation
more
appropriate
to
its
audience.
The
changing
colours
of
the
font,
the
different
sizes
and
different
fonts
all
detract
from
the
report.
Pupils
need
to
be
taught
to
understand
the
features/style
of
instructional
text.