Hi, my name's Mr. Brown, I'm really excited to be with you here today, as we are going into a full lesson on testing our data loggers, our micro:bit data loggers, and looking at the results that they can provide and see if we can talk about, and think about the environmental impact and what we can actually do about the data that we collect.

Right, we're gonna go through, we're gonna talk about the learning outcomes, the keywords, and the learning cycles.

The learning outcome for today's lesson is that you'll be able to test your data logger and understand the results.

Keywords, two keywords today.

So the keywords or key phrase.

First one is environmental impact, and that's the effect something has on the surroundings that an animal or a plant lives in.

The second keyword is traffic survey.

And a traffic survey is collecting data about traffic patterns in a specific area.

In today's lesson, we have two learning cycles.

First learning cycle is testing the data logger and the second learning cycle is understanding the data.

We will start with learning cycle one, which is testing the data logger.

Okay, we're gonna be starting to think about environmental impact and why we actually do a traffic survey.

But let's think about how traffic may have an environmental impact upon our surroundings.

"Sometimes," this is what Sam says, "Sometimes, too much traffic can pollute the air." Andeep says, "Sometimes, too much traffic can make crossing roads difficult." And Izzy, "Sometimes, too much traffic creates too much noise." These are all considerations when we think about what traffic can, the impact it can have on our environment, our surroundings of where we live, and where we work.

So we are going to use our data loggers to complete a traffic survey.

Remember the survey will collect data on the number of the different types of traffic that go past a certain place, but we need to choose that right place to log the data.

It's really important that we consider where the right place is.

First thing I would like you to do today, as a whole class, is to think about where traffic may have an environmental impact for yourselves.

So where do you think it might be worth trying to do a traffic survey? Where would the traffic might have an environmental impact? Have a quick discussion, and then we'll carry on.

Right, now you've probably thought about where you are going to actually consider doing a traffic survey.

And now you've got to think about when might you consider doing a traffic survey.

So go back to your class, have a discussion, when might you do this traffic survey.

Right, so we've now got where and we've now got when.

So Andeep says that he thinks that the road outside the school is busy in the morning.

And so that's where he wants to do a traffic survey.

Izzy thinks that the road around the corner is really busy in the evening and that's when she thinks it'd be worth doing a traffic survey.

Now what you've gotta consider is which one is going to be best to do at what time? So is the evening when it might be dark, is that a good time to actually be doing a traffic survey? Is it going to be safe enough? And that's what we're going to be considering now.

Before we do that, a check for understanding.

So environmental impact means, A, the effect something has on the traffic, B, the effect something has on the data logger, or C, the effect something has on the surroundings, which is the definition of environmental impact? That's correct.

Well done.

It's the effect that something has on the surroundings.

We can use data loggers to measure traffic and that might have an impact or an effect on the surroundings of where we are.

Now some traffic surveys might measure environmental impact, but they might not be safe, remember we were talking about Andeep and Izzy's having different ideas.

So we've got to make sure when and where it's going to be safest to do a traffic survey.

Whilst it might be interesting to go to a different area, it's got to be safe.

When we're doing this, it has to be safe, and this is where you and your teacher need to think about and discuss how you're gonna keep safe and where and when it is best to actually do this traffic survey.

Okay, have a short discussion.

I'll see you in a minute.

Okay, good, so we've talked about it now and Andy's thought actually the pavement outside the school is really narrow and it might not be safe to do a traffic survey there.

Izzy has thought, "Actually, we'll need a lot of adults to help us get round the corner to the road that we want to do a traffic survey on." So they've thought about the problems and once we've got problems, we need to think about the solutions as well.

Now, I'm sure that you've come up with problems and you've come up with ways of actually solving these problems using a variety of different methods and considerations.

But do make sure that you and your teacher ensure that when you're doing this, it's really safe.

Now these are the resources you might need for a traffic survey.

You'll probably need your micro:bit data logger.

Remember it's going to be in its case, and Andy thinks that we need to make sure that we check the inputs and check that they work on the data logger before we go out.

And Izzy, she did the same.

She actually checked that the data logger worked and she reset the counter ready for the traffic survey 'cause we don't want to be testing it, and then having our results, and then building extra work on top of that for our traffic survey results 'cause that makes our results not quite accurate.

So do make sure that you've reset the counter ready for the traffic survey.

Quick check for understanding.

We should test the data log before use because A, the programme might not work.

B, the batteries will work, or C, the wires are connected.

Which do you think is the correct answer? A, B, or C.

That's right, it's A, the programme might not work, so we do need to double-check.

I know that you've probably gone through, and you've tested it already once, twice, three times but it's always worth just testing it before you go out to make sure that it still works.

Good.

Well done.

I think we're nearly ready.

So task A1.

The first thing is discuss with your teacher where you're going to complete the traffic survey.

Second, you're gonna discuss with your teacher how to keep safe when completing the traffic survey.

So this is going over these rules once again.

Third, check and reset the data logger ready for the traffic survey.

And four, let's actually go ahead and let's try the traffic survey, making sure that we've risk-assessed how we are going, we know what we are doing, and that you and your teacher and potentially with some support as well, you are out there and you're actually going to be doing your traffic survey.

Now you've designed it, you've learned how to code it, you've made it, you've made a case, you are now ready to actually use this product in real life.

So go ahead, be safe, do your traffic survey and enjoy yourselves.

I look forward to hearing about how you get on.

Brilliant.

Off you go.

Okay, welcome back.

I'm sure that you kept yourself safe, and I'm sure that the micro:bit data logger cases worked, and now, you've probably got some interesting results.

So, Andeep and Izzy talked about their traffic survey, and Andeep says that they did a traffic for half an hour first thing in the morning and they chose to do it actually from the playground 'cause it was a safe place.

If you remember, he was talking about there being a small bit of pavement, and actually, they could seal the traffic from the playground.

So they decided to choose to do the survey from there 'cause it was safer and just as effective.

Izzy checked that all the inputs worked and that they could get the results before going outside.

And the traffic survey went really well.

I wonder how well.

So we're going to be talking about this in the next task about what the results were, and what they actually mean.

I'm sure that you've had a really good way of doing this and you've kept safe and you've got some really good results.

So well done.

Congratulations.

We're now gonna be moving on to Learning Cycle II.

Learning Cycle II is understanding the data.

We've got the data now, let's think about how we can understand what it means and how it works.

So, Andeep and Izzy looked at their results, and they put them into a simple table.

Here's the table.

So you've got bicycle.

There were 23 bicycles, there were 21 cars, there was one bus, and there were six trucks.

Check for understanding, looking at this table that Izzy and Andeep created, which type of traffic was the least common? Is it A, bicycle, B, car, or C, bus? Which do you think is the correct answer? A, B, or C? That's right, it's C.

There were less buses than anything else.

So, Andeep and Izzy looked at their results and made some statements about them.

Andeep said, "There are a lot of bikes and cars on the road at this time." And Izzy said, "There aren't as many buses or trucks as you would have on a main road, but there were more than I expected." I wonder whether there was more trucks or more buses.

Andeep and Izzy then thought about the environmental impact of traffic near their school.

So Andeep said that there's lots of bikes, and that means people are not choosing to use cars.

"We might ask drivers and cyclists how safe it is on the road." So that could be quite an interesting way of finding out the ideas of other people.

Izzy said, "I wonder how fast the traffic is on the road.

This could have an environmental impact on air and noise near our school." Andeep and Izzy then thought how to use design to provide a solution.

So, Andeep decided he's gonna design a poster to ask drivers to slow down and for cyclists to keep to the cycle lanes.

Interestingly, Izzy is doing something slightly different and she wants to use the microphone on the micro:bit to measure the sound levels of traffic near the school because, of course, that can have an impact too.

And that has an environmental impact in a slightly different way.

Check for understanding.

True or false, Laura says she can change her design to record different types of traffic.

Is that true or is that false? What do you think? It is true, but I'd like you to think now why is it true? What could she do? How could she change things? One thing she could do is actually change the micro:bit programme, and she could add a different input to record motorbikes, for example, or trams. It's very much down to where her school is or where she's doing her traffic survey from.

It could be that it's in the city and there's lots of trams going by, or it could be that it's a place where lots of cyclists go.

Or it could be that when she did do the traffic survey, she noticed that motorbikes were going past.

Right, now it's your turn.

We've seen what Laura has done, Izzy has done, and Andeep, it's now your turn.

So we're gonna go through this step by step.

So what I'd like you to do first is to get your results from your micro:bit and put them into a table.

Now we've provided a worksheet with a table, but you can draw your own, of course, but what you need to do is to get your results from the micro:bit.

Now if you followed some particular codes, then if you press A and B on the micro:bit, hopefully, you will see that the results will come up on the LED screens and that will show you the totals for all of the different types of traffic.

So, first task, I'm gonna let you get on with this one.

The first task is to put your results into a table, right? Off you go.

Good, we've now done that one.

And you've got a table with your results, depending upon what sorts of types of traffic you've actually done and what your numbers are done.

Now it's time to interpret the data and to understand what it actually shows.

Your next task is underneath the table.

I'd like you to write three short sentences about what you actually notice about your results.

So which type of traffic is most common or least common? What maybe surprised you? Was there more traffic than you thought? Less traffic than you thought? What did you actually notice about your results? Were you surprised in any way is a really good one because that shows that you are being quite reflective, that you might have thought of something, you might have thought there was a lot more cars than there were going to be.

But then you are really thinking and considering what actually happens with the results, the actual data that you've collected.

This is your next task.

There is more, but this is task two, so off you go.

Go and do that and we'll come back for the next part.

Right, and then thirdly, I want you to discuss the environmental impact you've noticed.

Now this is quite a tricky concept because writing down what you notice about your results doesn't necessarily mean that you understand or have noticed anything about the environmental impact.

So examples could be, let's say you've noticed there are lots of bikes.

What environmental impact might that have on people crossing roads, or positive impacts of people coming into school? Perhaps there are more buses than you thought that there might be.

What environmental impact might that have both positive and negative, and the same with cars or trucks or trams or motorbikes or whatever types of traffic that you thought of? So you may notice, look at the numbers, it's now understanding what those numbers mean and thinking about the environmental impact that you may have noticed from your results.

Okay, off you go, have a discussion.

You can write things down if you want to, but just discuss the results that you've got.

It'd be really good if you could actually put down one or two sentences about the environmental impact of the area where you did your traffic survey.

Right, and lastly, we have now thought let's go through the whole process.

You've put your results on a table, you've written three short sentences about what you notice, you've thought about the environmental impact, and now here's the design bit.

This is where you can think of design solutions for any issues that you might have noticed.

And then you could present these to the class.

You can do this drawn form, written form, or spoken form.

It's entirely up to you how you want to do this.

But think of design solutions for any issues that you've noticed, any environmental impact, and think and present these to the class.

Right, this might take a little bit longer, but I'll leave you to get on.

Well done in advance, you've done so well.

You've so much already in this task.

One last thing, off you go.

Right, well done.

Well, this is Sam and Alex.

They've actually put their traffic survey results into a table and it looks like this.

Looks different to the other one that we have actually already looked at.

Now they noticed there was quite a few bicycles and buses.

There weren't many trucks, but the buses were full of people.

Sam and Alex noticed that there was an environmental impact with traffic noise, but buses were actually electric and quieter.

Sam and Alex presented their work to the class and talked about how they could redesign the micro:bit in the data logger to note down how many motorbikes go past because they hadn't programmed that in, and actually, that came up as an issue.

And that's the end of this unit.

The end of this lesson.

Thank you for being with me today.

Let's go through the key parts of the key learning points from today.

The first key learning point is that data log prototypes need to be tested and improved before being used in a traffic survey.

Traffic survey data can produce patterns.

And lastly, understanding the environmental impact of the data can lead to design solutions.

Right, thank you very much for being with me today.

There's been a lot to get through in today's lesson.

You've gone out, you've thought about safety, you've thought about where to do your traffic surveys.

You've done your traffic surveys, you've then carried them out, come back, taken the results, put them in a table, and interpreted them, and thought about different solutions about what you could do differently next time.

Right, well done.

Hope you've enjoyed this unit.

You've done really, really well.

There's been a lot to learn.

You've come so far.

Really pleased with what you've done, and I'll see you next time.