Lego+Robotics

Concepts taught: Evolution of technology Relationship between science, technology, and society
 * Project Lego Robotics**
 * There are seven active units in this program from the** **Robotic** **Academy****. They are principally aimed at students that have not used the Lego RCX bricks before.**
 * Unit Links:**
 * Unit 1 Introduction to Robots**
 * Unit 2 Introduction to Hardware**
 * Unit 3 Introduction to Software and Electronic Control**
 * Unit 4 Introduction to Programming**
 * Unit 5A Introduction to Gears**
 * Unit 5B Gears, Speed and Torque**
 * Unit 5C - Simple Machines**
 * Unit 6A - Introduction to Touch Sensors and Basic Electronics**
 * Unit 6B: Light Sensors**
 * Unit 6C: Rotational Sensors**
 * Unit 7 - Conditional Statements and** **Sensor** **State****, Multitasking, and Variables**
 * Unit 8 - Project management**
 * _________________________________**
 * Unit 1 Introduction to Robots**

[|Standards Addressed in Unit 1 Introduction to Robotics]

RoboLab PowerPoint presentation demonstrating [|“Motors and Sounds”] [|Tankbot] building instructions [|Sense-Plan-Act] PowerPoint presentation
 * Resources:**

Prepare a presentation on the evolution of technology and the evolution of robotics; Give examples of the evolution of technology, use examples of either real-world robots or Lego robots. Have students list robots they’ve seen in the movies and contrast them with today’s robotic technology. Prepare to discuss basic programming with students. Help them to understand the sequential nature of programming by having them write a step-by-step set of instructions used to complete a task. Prepare a short demo of the [|RoboLab control software] or open up RoboLab software and demonstrate to students. Build and program several robots that demonstrate the sensors and control. There are instructions to build a simple robot ([|tankbot]) in the unit on [|Introduction to Hardware].
 * Teacher will:**

Participate in a teacher led discussion contrasting robots students have seen on TV and the movies with real world robots and presentation of robotics. Observe a demonstration of several teacher-supplied robots. Discuss the sequential nature of basic programming. Observe a demonstration of RoboLab software and begin to understand how to control a mobile robot. Discuss [|Sense-Plan-Act]
 * Students will:**

Watch a video on Robotics. Write a report describing, in a logical, step-by-step, manner how to accomplish a simple task (program a VCR, etc.)
 * Activities:**

In Class participation Teacher observation Completion of writing assignment Completion of worksheet [|Daily Log] [|Career Skills Handout] [|Work Habit Evaluation]
 * Evaluation:**

Note to the teacher: This lesson is designed to introduce the student to identifying Lego parts by both part name and size. Students will also learn to read the building instructions for tankbot. Tankbot is a simple but sturdy robot that students can build with a minimum number of parts. Tankbot is structurally sturdy and can be adapted to use a touch, light, and rotational sensor. Mechanics Teamwork Systems Measurement Interpreting diagrams Following instructions
 * Unit 2 Introduction to Hardware**
 * Concepts taught:**


 * [|Standards Addressed in Unit 2 Introduction to Hardware]**

[|Lego Parts Reference] [|Lego Identification Worksheet] and [|Lego Identification Worksheet solutions] [|Lego Part Quiz] and [|Lego Part Quiz solutions] [|Tankbot] [|RoboLab Reference] [|RoboLab Worksheet] and [|RoboLab Worksheet solutions] [|Mobile Robot Design Problem] [|Center of Gravity PowerPoint Presentation]
 * Resources:**

Prepare a demonstration on how to identify [|Lego parts]. Place Lego Parts Reference and [|RoboLab reference] on each desktop. Prepare a demonstration of how to read plans for [|Tankbot] Build and program several tankbots with sensors, program them, and use them in a demonstration that will show students what they will be asked to accomplish. Plans for the [|touch sensor], [|light sensor], and [|rotational sensor] are included in this curriculum.
 * Teacher will:**

Observe a demonstration of several teacher-supplied robots performing a variety of tasks using multiple sensors. Participate in a teacher led discussion on how to build Tankbot, a robot that will be used as the platform to study in subsequent lessons. Observe a presentation on [|center-of gravity] when building robots. If teacher elects to have student participate in the open ended design problem at the end of this unit, then the student should observe a presentation on [|building tips.]
 * Students will:**

Identification of parts. Open the Lego Robotics Construction set and accurately identify each of the various components Complete the [|Lego Parts Identification worksheet] or [|Lego Parts worksheet 2]. Build Tankbot
 * Activities:**

In Class Participation Teacher Observation Completion of Tankbot Completion of part identification worksheet [|Work Habit Evaluation] [|Robot Evaluation Criteria]
 * Evaluation:**

[|Mobile Robot Design Problem]
 * Open Ended Design Challenges:**


 * Unit 3 Introduction to Software and Electronic Control**

__Note to the teacher__: This unit is an introductory lesson on how to control things using electronics. The worksheets developed are designed to test for the student’s ability to complete basic programming tasks. Concepts taught: Electronic control Polarity Basic programming Measurement Conversion of Units Proportion Scientific Method Logical Thinking Communications Skills

The resources presented here are intended to help the beginning teacher who has never used robolab. RoboLab PowerPoint Presentation 1 [|”Motors, Speeds, and Sounds Programming Solutions”] [|Basic Programming Exercises] [|Programming worksheet] and [|Programming Worksheet Solutions] [|Basic RoboLab worksheet] and [|Basic RoboLab Worksheet Solutions] Human to robot programming challenge Evolution of Electronic Control Presentation [|RCX maintenance] PowerPoint Presentation [|Electric Generator] PowerPoint Presentation
 * [|Standards Addressed]**
 * Resources available:**

Prepare a presentation on the evolution of electronic control. Ask student to give examples of electronic control locally, regionally, and globally. Preview RoboLab PowerPoint presentations and present them to the class as appropriate. Print programming worksheets 1-6. [|Programming challenge 1] will be used today and 2-6 will be used when students learn to program. Using RoboLab software, an IR tower, and a RCX write a program and then download it to a teacher-built robot. Have students divide into pairs. Have one student act as the programmer and the other the robot. Write a program to have the student pick something up.
 * Teacher will:**

Participate in a teacher lead discussion on basic programming. Observe a demonstration of RoboLab, write a simple program, download it and save it. Complete programming activities as assigned by the teacher.
 * Students will:**

Divide into pairs. One student (blind folded) and the other will “program” him/her to accomplish a simple task. Write a simple program to move the Tankbot forward for a specific amount of time, download it, run it and save it to a floppy disk. Write a simple program to move Tankbot forward a specific distance. Use motor speed and time to control distances. Use basic proportions to predict distance when changing the variable time in the program. Complete the [|Programming Exercises worksheet]. Develop a PowerPoint presentation on the data your team developed when calculating time.
 * Activities:**

In class participation Teacher observations Work Habit Evaluation Successful completions of software modifications Successful completions of hardware modifications Completion of student designed distance worksheet Completion of programming worksheet Complete Rubric for Evaluation of RoboLab Programming
 * Evaluation:**

__Note to the teacher:__ The PowerPoint programming presentations “RoboLab 1-6” are designed to teach students how to program using RoboLab software. Handouts “RoboLab Programming Problems 1-6” support the presentations and are included on the CD. The hardware needed for these lessons are: an IR tower, a RCX, two motors, a light sensor, a touch sensor, a rotational sensor, and several connecting leads. The lessons begin simple control of outputs using motors and sounds. As the lessons program students begin to explore more advanced topics like variables and timers. The worksheets that accompany these presentations are designed to be completed by the student and kept in their notebooks. In Unit 8 there are PowerPoint presentations that can be used to teach NQC, a syntax based programming language, if you liked this method to teach programming.
 * Unit 4 Introduction to Programming**


 * [|Standards Addressed]**

Concepts taught: Electronic Control Analog and digital feedback Polarity Programming Concepts loops jumps modifiers wait states Measurement Conversion of units Circumference Scientific Method Logical Thinking RoboLab PowerPoint Presentation 2 [|“Modifiers, Loops, and Jumps Programming Solutions”] RoboLab PowerPoint Presentation 3 [|“Sensor Wait-fors Programming Solutions”] RoboLab PowerPoint Presentation 4 [|“Conditional Statements Programming Solutions”] RoboLab PowerPoint Presentation 5 [|“Multiple-tasks and Timers Programming Solutions”] RoboLab PowerPoint Presentation 6 [|“Containers, Programming Solutions”] [|RoboLab Programming Problems 1-6] and [|RoboLab Programming Problems 1-6 with solutions] [|Distance worksheet] [|Basic Programming Worksheet Answers] [|RCX worksheet] and [|RCX Worksheet Solutions] [|RoboLab Quiz] and [|RoboLab Quiz Solution] [|Robot Programming Worksheet] [|Slalom design and programming challenge] [|Robo500 design and programming challenge]
 * Introduction to Programming**
 * Resources:**

Prepare a presentation, and then lead a discussion on “[|What is a sensor].” Lead a discussion on the 5 human senses and how they are used to navigate the world, then compare them to sensors robots use. Prepare a presentation that demonstrates [|modifiers, ports, power levels, jumps, and loops using RoboLab]. Write a program, save it, upload it to the robot using the IR tower, and then use this robot to demonstrate modifiers, loops, and jumps.
 * Teacher will:**

Participate in teacher led discussion on RoboLab icons, modifiers, ports, loops, jumps, lands, and wait states. Complete teacher assigned problems that use wait states, modifiers, power levels and input & output ports.
 * Students will:**

Modify saved Tankbot program to change power levels and output ports. Modify Tankbot/Tankbot program to run robot in reverse Complete [|Programming Concepts worksheet]. Use the basic programming concepts taught to date to write a program to travel a simple course. Develop a chart based on trial and error and mathematics that will predict the distance traveled when time is varied. Present data to class.
 * Activity:**

Class participation Teacher observations [|Work Habit Evaluation] [|Robot Design Evaluation] Successful completions of software modifications Successful completions of hardware modifications Completion of robotic distance exploration Completion of programming worksheets
 * Evaluation**:

Concepts taught: Gears and Speed Circumference Conversion of Units Measurement Mechanical Advantage Conversion of units Simple Machines Reading Diagrams and Following Directions
 * Unit 5A Introduction to Gears**


 * [|Standards Addressed]**

[|Gear Information] [|Idler Gear Information] [|Gearbox activity] [|Gears PowerPoint Presentation] [|General Gear Worksheet] and [|General Gear Worksheet Solution] [|Gears and Speed Worksheet] [|Lego Gear Combinations] [|Moving at a Precise Speed] [|Gears and Distance Lab] and [|Gears and Distance Lab Answers]
 * Resources:**

Prepare examples of common mechanisms that use gears. Prepare a demonstration of the [|various gears use in Lego kits]. Demonstrate how to [|calculate the gear ratios] and predict mechanical advantage. Provide inquiry based activities that allow students to explore gear ratios and mechanical advantage.
 * Teachers will:**

Participate in a teacher led discussion on: Spur gears, bevel gears, and worm gears How gears change speed and distance Calculating Gear ratios Observe a demonstration of changing speeds using gears.
 * Students will:**

List at least 20 common items that use gears Change speeds on Tankbot using gears. Complete: Laboratory investigations on how changing gear ratios on Tankbot changes speed and distance. Teacher developed [|worksheet on Gears and Gear Ratios] Teacher developed [|worksheet on Gears and Speed]
 * Activities:**

Concepts taught: Force Power Work Torque Speed Gears ratios Mechanical Advantage [|Circumference] Conversion of Units Measurement Simple Machines Reading diagrams and following directions
 * Unit 5B Gears, Speed and Torque**


 * [|Standards Addressed]**

[|Mobile robots and strength worksheet] [|Compound gear ratio worksheet] [|SumoBot competition challenge] [|Gearbox crane challenge plans] [|Applied Physics Worksheet] and [|Applied Physics Worksheet Solutions] [|Applied Physics PowerPoint Presentation] [|Compound Gear Ratio PowerPoint]
 * Resources:**

Use Lego educational technology to develop a presentation showing examples gears and mechanical advantage. Contrast and compare the inversely proportional relationship between speed and torque when using gears. Demonstrate how to [|calculate compound gear ratios]. Develop [|worksheets] that students can use to practice calculations. Demonstrate the gearbox students will be building.
 * Teachers will:**

Observe a teacher-developed demonstration of different technologies that use gears. Participate in teacher led discussion on [|the difference between force and torque] Participate in teacher led discussions on the inversely proportional relationship between torque and speed when designing gear trains.
 * Students will:**

Build a compound gearbox and measure the speed of the rotating axles. Modify the gearbox to be used as a crane to lift various sized weights Complete worksheet on [|Mobile Robots and Strength] Complete worksheet on [|Compound Gear Ratios] [|SumoBot Competition]
 * Activities:**

In class participation Teacher observation [|Work Habit Evaluation] Completion of [|gearbox] and laboratory investigation Completion of worksheets Open Ended Design Challenges: [|Strongest Mobile Robot]
 * Evaluation**

Concepts taught: Work and force Mechanical Advantage Geometry Friction Measurement Conversion of units Simple Machines Levers Wheels and Axles Belts and Pulleys Gears Inclined Planes
 * Unit 5C - Simple Machines**


 * [|Standards Addressed]**

[|PowerPoint Mechanics Presentation] Simple machines web page Ramp challenge design brief Teacher assigned [|design briefs] from design challenges page [|Caster Wheels Presentation]
 * Resources:**

Prepare a presentation which: Describes the relationship between force and work. Describes friction. Shows examples of simple machines and how they are used to do work. Lead a discussion on simple machines and give examples of where they are found in robots. Build a simple adjustable ramp that can be used for the ramp challenge.
 * Teachers will:**

Participate in teacher led discussion on the following topics: Work and force What is [|friction]? Calculating mechanical advantage gained from the following simple machines: levers, wheels and axles, pulleys, and gears. The differences and similarities between [|gears and pulleys].
 * Students will:**

Using the Tankbot, show how to minimize and maximize friction to your advantage while participating in the ramp challenge Modify Tankbot to use pulleys and belts instead of gears Make tankbot faster/slower
 * Activities:**

In class participation Teacher observation [|Work Habit Evaluation] [|Robot Evaluation Criteria] Completion of teacher assigned lab activities. Open Ended Design Challenges: [|Dunk and Run] RoboLift [|Catapult]
 * Evaluation:**

Develop a web page demonstrating Lego and simple machines Levers Wheels and Axles Belts and Pulleys Gears
 * Inclined Planes**

Concepts taught: Human Senses What is a Robot (S-P-A) Electronic Control __Touch Sensors__ and Basic Electronics Electric current Controlling Current Electromagnetic Spectrum Digital Feedback Analog Feedback Logical Thinking Programming Concepts Conditional statements Wait states Control loops
 * Unit 6A - Introduction to Touch Sensors and Basic Electronics**

[|**Standards Addressed**]

[|Sensors PowerPoint Presentations] [|Touch Sensor] [|Touch Sensor Building Instructions] [|Sample Touch Sensor Programs] [|BugBot Building Instructions] [|Touch Sensor Worksheet 1] and [|Touch Sensor Worksheet 1 Solution] [|Touch Sensor Worksheet 2] with Solution
 * Resources:**

Review Sense-Plan-Act (SPA) concept with the class. Prepare a lesson contrasting the 5 human senses to how robots interpret what’s in their environment Demonstrate the difference between analog and digital feedback. Build and attach a [|touch sensor] to tankbot, and demonstrate how the touch sensor works. Here are several examples of [|programs using touch sensors].
 * Teachers will:**

Review S-P-A Participate in a teacher led discussion on how robots use sensors to learn about their environment. Participate in a teacher led discussion on touch sensors. Design a touch sensor and attach it to tankbot. Complete a teacher assigned challenge involving programming and touch sensors.
 * Students will:**

Using teacher-supplied instructions, build a bumper for Tankbot that uses a touch sensor. Program Tankbot with the touch sensor bumper to backup and turn around when it has run into something. Write a program that lets you control Tankbot using touch sensors as [|a remote control]. Use touch sensors in conjunction with wait-for statements, program control loops, and touch sensor conditional statements to control design an autonomous robot.
 * Activities**:

Class Participation Teacher Observation [|Work Habit Evaluation] Completion of [|Touch Sensor Bumper] Successful completion of [|programming exercises] Complete one of the following teacher assigned activities: [|RoboMazing] [|Touch Sensor Activity]
 * Evaluation:**

Concepts taught: Light, reflection of light Electromagnetic spectrum Measurement Analog Feedback Calculating thresholds Logical Thinking Programming Concepts Conditional Statements Wait States Variables Calculating Thresholds Loops
 * Unit 6B: Light Sensors**


 * [|Standards Addressed]**

[|Light Sensor Worksheet] and [|Light Sensor Worksheet Solution] [|Light Sensor Building Instructions] [|Light Sensor Programming Examples] Light Sensor PowerPoint Presentation [|Light Sensor Info] Design Briefs [|Table bot] [|Firefly bot] [|RoboLinerunner]
 * Resources:**

Prepare a lesson on various types of vision systems used in robotics today. Including sonar, laser, infrared, and stereovision systems. Contrast and compare the various types of vision systems. Demonstrate how to program using a light sensor. Explain what a threshold is and demonstrate how to calculate it.
 * Teachers will:**

Participate in a teacher led discussion on how light sensors can be used in conjunction with wait-for statements, program control loops, and light sensor conditional statements to make robots autonomous. Activities: Use [|teacher-supplied instructions] and add a light sensor to Tankbot. Program Tankbot to react to a black or white surface. Program Tankbot with a light sensor to follow a black and white edge. Complete [|worksheet on light sensors].
 * Students will:**

Class Participation Teacher Observation [|Work Habit Evaluation] Completion of light sensor mount Completion of programming exercises. Completion of Worksheets. Complete one of the following teacher assigned activities: [|Firefly Bot] [|Table Bot] [|RoboTracker] [|Light Activity]
 * Evaluation:**

Concepts taught: Parts of a circle Measurement Rotational speed Angular Rotation Distance Reading Diagrams and Following Instructions Logical Thinking Programming Concepts Conditional Statements Wait States Loops Encoders
 * Unit 6C: Rotational Sensors**


 * [|Standards Addressed]**

[|Rotational Sensor Tankbot Building Instructions] [|Rotational Sensor PowerPoint Presentation] [|Rotational Sensor PowerPoint Presentation 2] [|Rotational Sensor Worksheet 1] [|Rotational Sensor Worksheet 2] [|Circumference PowerPoint] [|Rotational Sensors and Distance 1] [|Rotational Sensors and Distance 2] [|Rotational Sensor Investigations Fractions] (Lab Activity) [|Measuring Rotational Speed and Compound Gear Ratios Lab] [|Word Problems] (These word problems include 19 pages of applied mathematics from real-world robots)
 * Resources:**

Prepare a presentation on how robots use rotational sensors/encoders to accurately move from point to point. Attach, program, and demonstrate to the class how to use [|rotational sensors] to accurately move a robot from point to point. Prepare a presentation showing students how to accurately [|calculate the values for the rotational sensors] attached to their robots. Select activities for students to test using rotational sensors.
 * Teachers will:**

Participate in a teacher led discussion on what a rotational sensor measures and how rotational sensors can be used in conjunction with wait-for statements, program control loops, and rotational sensor conditional statements to control autonomous robots. Participate in a teacher led discussion on the use of rotational sensors to measure the speed of rotating axles using compound gear trains. Complete the teacher assigned activities: Using teacher-supplied instructions, install a [|rotational sensor] on Tankbot. Participate in a teacher led review of the relationships between radius, diameter, circumference and linear distance. Complete an investigation on [|rotational sensors and distance]. Complete worksheet on [|rotational sensors and distance]. Complete the teacher assigned investigations on Measuring Rotational Speed and Compound Gear Ratios. [|Line Painter Bot] [|Robo500] [|RoboMazing] [|BotMower] [|Rotational] Senor Lab
 * Students will:**

Class Participation Teacher Observation [|Work Habit Evaluation] [|Robot Evaluation Sheet] Completion of rotational sensor installation. Completion of worksheet on: Rotational sensors and distance. Measuring rotational speed using compound gear ratios.
 * Evaluation**

Concepts taught: Electronic control Measurement Conversion of Units Basic Algebra Geometry Trigonometry Logical Thinking Programming concepts Loops Conditional Statements Variables Mathematic functions and variables Resetting sensors Timers Multitasking
 * Unit 7 - Conditional Statements and** **Sensor** **State****, Multitasking, and Variables**


 * [|Standards Addressed]**

[|Advance Programming Worksheet] and [|Advanced Programming Worksheet Solutions] [|Containers and Timers PowerPoint Presentation] Programming examples of multitasking, variables, and timers [|Advance Programming Worksheet PDF]
 * Resources**

Prepare presentations on: Containers (variables) Timers Multitasking Build and Program a robot to use containers, timers, and multitasking to move autonomously to complete a task.
 * Teachers will****:**

Participate in a teacher led discussion on timers, program control loops, and timer forks to control autonomous robots. Participate in teacher-led review of conditional statements, including touch sensor, light sensor, temperature sensor and rotational sensor forks. Participate in a student led discussion to write a line follower with a time fork program. Participate in a teacher led discussion on the use of task splits to perform multiple simultaneous tasks
 * Students will:**

Class Participation Teacher Observation [|Work Habit Evaluation] [|Robot Evaluation Tool] Complete one of the following teacher assigned robotics exercises: [|Legoclock] [|Four legged walker] [|Robot to sense gravity] [|Pipe Bot 1] [|Pipe Bot 2]
 * Evaluation**
 * Activities:**

Concepts Taught Time Management Resource Allocation Systems Information Accessing Teaming Problem Solving How to use software to manage and document a project Word PowerPoint Home Pages Excel Presentation Skills Public Speaking Poise Logical Order of Presentation
 * Unit 8 - Project Management**


 * Standards Addressed**

Breaking into Problem Solving Teams Helpful Hints About Problem Solving Writing good design briefs GANTT chart handout Design Review handout Robot Design Problem Career Skills Daily Log Work Habit Evaluation
 * Resources:**

Prepare students by giving them introductory lessons on: Mechanics Programming Sensors Choose from the following handouts and print ones the class may need: Breaking into Problem Solving Teams Helpful Hints About Problem Solving GANTT chart handout Design Review handout Career Skills Daily Log Work Habit Evaluation Discuss working in teams. Choose an open-ended design problem for the class to work on.
 * Teacher will:**

Design, build, program, and refine an autonomous robot to solve the problem. Identify the problem Select leaders Divide the problem into parts Develop a GANTT chart
 * Students will:**

Class Participation Teacher Evaluation Work Habit Evaluation Project Completion Presentation
 * Evaluation**

Complete rubric for evaluation of multifaceted project Samples: Work Habit Evaluation Form Daily Log /Teachers/Robotics Class Information/Criteria for Evaluation
 * /Teachers/Robotics Class Information/Evaluation form for mobile robot**