NXTs » Tufts STOMP Activity Database

Pet Training Activity

Name of Activity	NXT Pet Training Activity – (Intro to Touch Sensor)
Author	Leticia’s Group
Keywords	NXT, animal, touch sensor
Subject	NXTs
Grade Level	6
Time	4+ Hours Total
Brief Description	This activity is designed for 6th graders to practice “training their animal robot” by using the touch sensor. Students brainstorm tricks for animal NXT robots. The level of difficulty can vary based on their familiarity with the touch sensor and estimated to last two weeks.
Lesson Objectives:	Introduce students to the touch sensor by asking them to explore its properties through different ways of training your pet dog. It would require them to go through the design process and think through the ways we train our pets and how those commands can be translated and applied to the NXT animal robotics. Important for them to think about what sort of commands they are capable of programming that would work well on the robot.
Materials Needed:	LEGO NXTS
Procedure	The point of this activity is to train your pet dog using touch sensors. Some of the activities could be to see what happens or how the animal robot reacts when you pet its head or tail. One of the students tasks or goals should be to be able to program their robot so that when the touch sensor is pressed once it does a command and then pressing twice it does a different command. Possible solutions for them could be to get their robots to lift and shake a hand, twirl around, potentially use their sound sensor to bark, or wag their tail.

Frankenstein’s Robot

Name of Activity	Frankenstein’s Robot
Author	Charlie and Laura +Devyn and Alli’s Minigroup
Keywords	Frankenscience, Introduction to NXT, sensors, instructions
Subject	NXTs
Grade Level	4, 5, 6, 7, 8
Time	4+ Hours Total
Brief Description	Providing students “Frank” the NXT brick, and walking them through the process of making Frank functional. This activity is an intro to NXT, so instructions are there to guide students as they become comfortable with new parts. Parts should be entirely interchangeable between robots.
Lesson Objectives:	Personification of sensors Confidence in using individual sensors and motors Ability to combine a number of simple parts to create a more complex system
Materials Needed:	NXT kits
Procedure	Students will be putting Frank together, starting with instructions for legs, followed by a stabilizing piece, ultrasonic sensor, arms with inter-changable sensors. Instructions in a pdf format, but with option for students to build parts on their own. (PDF instructions attached)

Same End, Two Ways of Getting There

Name of Activity	Same End, Two Ways of Getting There.
Author	Matt’s mini group
Keywords	NXT, Ultrasonic sensor, light sensor, understanding how they work
Subject	NXTs
Grade Level	4, 5
Time	2 Hours Total
Brief Description	Understanding how sensors really work and use different sensors to accomplish the same goal.
Lesson Objectives:	To understand how the ultrasonic sensor works. Use two sensors to accomplish same goal.
Materials Needed:	Already built NXT car, bouncy ball to demonstrate ultrasonic sensor, flashlight maybe to demonstrate how the light sensor senses both reflected and ambient light and the difference between the two.
Preparation and Set Up:	Already built car and a thorough understanding of how the sensors truly work.
Necessary Background	Understand how the sensors are able to accurately sense whatever it is they sense.
Procedure	In order to understand how untrasonic sensors work, children can throw a bouncy ball against a wall from different distances and see how it takes longer to come back to them when they are farther and less time when they are closer. In order to understand how the light sensor works, they should pull up the real time reading of the light sensor on the brick and hold it up to different lightings and see how the reading changes and test how it is different when sensing reflection as opposed to ambient light and use these readings to set the threshold to put in the program. A flashlight can also be held up to a piece of paper at different distances and see how the intensity changes. The challenge will then be to have a car go back and forth between two walls using the ultrasonic sensor on one side and the light sensor on the other side.
Extensions:	Use a different sensor as well to accomplish the same goal if a group is far ahead.
Previous Activity (if applicable)	Basic programming knowledge and basic sensor usage.
Umbrella Unit/Curriculum (if applicable)	NXT

NXT Elevator

ACTIVITY HEADER

Name of Activity	NXT Elevator
Author	STOMP
Keywords	Simple Machines, Civil Engineering, NXT
Subject	NXTs
Grade Level	4, 5
Time	2 Hours Total
Brief Description	Students construct an NXT-based elevator to move a platform from one level to another and back. When completed the elevator should use a motor and a sensor to control it.
Lesson Objectives:	- Learn what makes a structure sturdy - Learn how to use pulleys and gears - Practice basic programming
Materials Needed:	- NXT kits - extra Legos (mostly beams)
Preparation and Set Up:	Make sure NXTs and Legos are available in the classroom.
Necessary Background	None
Procedure	- Introduce the activity with a story depending on the context. Go over the engineering design process, emphasizing that they should plan and sketch their design first – Sign off on designs before they can start building – Give students the rest of the first hour to build their designs. – At beginning of second hour, make sure all groups have finished building and start with programming the elevator. They should all use at least one sensor and one motor to control the elevator. (Students should have some prior experience with programming) – Test all of the elevators as a class

Sochi 2014 – Figure Skating

ACTIVITY HEADER

Name of Activity	Sochi 2014 – Figure Skating
Author	STOMP Minigroups
Keywords	Robotics, NXT, Olympics, Sochi, ice skating, figure skating, movement
Subject	NXTs
Grade Level	1, 2, 3, 4, 5
Time	1 Hour Total
Brief Description	Students will program a pre-made car to move around on a “rink” like a figure skater.
Lesson Objectives:	- Explore the movement options on MINDSTORMS - Familiarize students with programming on pre-made cars
Materials Needed:	NXT kits (premade cars) Computer Material for a rink Optional: different colored paper for conditional programming, tape to outline a rink
Preparation and Set Up:	Make NXT cars beforehand. Set up a rink, distribute kits and cars.
Necessary Background	NXT Programming (including sensors) Building with LEGOs
Procedure	- Distribute materials – Depending on the age group, introduce programming and the theme of the lesson (Olympics, Sochi, Figure Skating) to get the kids excited – Depending on the age group, decide which extensions and modifications you need in place to be at the appropriate level for the students – Have the students make their robot “figure skate” using MINDSTORMS and make their routine fit into whichever requirements you give them (e.g. +1 point for a 360, car must do a 180 every time it drives over a red block, -1 every time the car moves off the rink)
Extensions:	Depending on the age group, introduce restrictions and point incentives as described above.

Rube Goldberg Machines

ACTIVITY HEADER

Name of Activity	Rube Goldberg Machine
Author	STOMP
Keywords	cause and effect, LEGO nxt programming, mental math, hands on, few instructions, final project
Subject	NXTs, Non-LEGO
Grade Level	5
Time	2 Hours Total
Brief Description	The Rube Goldberg machines are a great way to engage children in team work, cause and effect relationships, and resourceful thinking. The objective is to have some end target / object/ or goal that is a result of a series of domino-like chain reactions.
Lesson Objectives:	We are going to split the class in half (6 people in 2 groups). Each group will have the opportunity to build any type of cause and effect machine with the end goal of making a paper airplane fly. They are only allowed to use all the resources we provide (or any related objects in class). One rule we are incorporating to finish off our LEGO NXT programming unit, is that the students have to include some sort of LEGO robot movement in their Rube GoldbergMachine. The objective to have both groups make the airplane fly with 2 original and unique engineering designs.
Materials Needed:	Materials we are providing – LEGO nxt robots and computers to program, marbles, cups, dominos, string, balloons, books, rulers, balls.
Preparation and Set Up:	10 minutes (if robots are already built)
Necessary Background	None
Procedure	1. Need to make an airplane fly with a cause and effectRube Goldberg machine 2. Programming and robotics included – research Rube Goldberg machines and concepts 3. Kids solutions will vary 4. 2 groups will have the opportunity to redesign their projects on the last day of class Dec. 6th if needed 5. Prototypes will be designed and tested with materials provided 6. Testing the solutions at the end 7. Have the students draw out their designs and materials used in the prototype 8. Redesign (2nd lesson) Why did it work? Why did it not work?
Extensions:	none
Modifications:	none
Reference 1	http://sites.tufts.edu/stompactivitydatabase/files/formidable/Rube-Goldberg.docx
Online Reference(s)	http://www.youtube.com/watch?v=HzDe9tNlCP4
Previous Activity (if applicable)	n/a
Umbrella Unit/Curriculum (if applicable)	LEGO NXT programming/ Computer Programming Introduction

Silly Walks

ACTIVITY HEADER

Name of Activity	Silly Walks
Author	Laura Fradin, Jake Hellman
Keywords	NXT, robotics, brick programming, 5th grade, aguayo, wheels, programming. JQS
Subject	NXTs
Grade Level	5
Time	1 Hour Total
Brief Description	Build and Program a robot that uses something other than wheels to move.
Lesson Objectives:	-Understand brick programming -practice building with NXT kits/pieces -using non-traditional ways to make the robot move (NO CARS!)
Materials Needed:	-NXT kits -projector (to demonstrate on brick programming and show example video)
Preparation and Set Up:	Show kids a video that has examples of Silly (https://nxt.dreschallenges.com/?p=2145)
Procedure	1) Show kids how to attach the motors to the brick. Explain that the motors must be attached tot eh brick in order for the whole thing to move. 2) Demonstrate how to program the robot to go forward (turn it on, NXT program, forward, empty, forward, empty, stop/loop). Make sure each student does this and that their motors work. Explain that it is the ORANGE part of the motor that moves to make sure that things are attached to that. 3) Hand out kits. 4) Allow students to build and test as they build. Help students as needed. 5) Present at the end of class
Extensions:	-use more or less motors -make the robot walk in a way that mimics a real animal
Reference 1	http://sites.tufts.edu/stompactivitydatabase/files/formidable/SillyWalksOutline.pdf

Say Hello!

ACTIVITY HEADER

Name of Activity	Say Hello!
Author	Laura Fradin, Jake Hellman
Keywords	NXT, programming, mindstorms, robotics, aguayo, 5th grade, sensors
Subject	NXTs
Grade Level	5
Time	2 Hours Total
Brief Description	Students build and program robots that “interact” with the outside world using a sensor.
Lesson Objectives:	-Practice building with NXT kits -Learn how sensors work and where they should be placed in order to work -Basic Mindstorm Programming
Materials Needed:	-NXT kits -laptops
Preparation and Set Up:	Jake and I made two example robots with two example programs to give them an idea of how sensors work and a very basic program would be done. (The easy example programs, “Say Hello” and “Touch Sensor”, are attached and on the outline)
Procedure	1) Introduce the Challenge The Challenge: Build a robot (or modify your robot from last week) that “says hello” to you. This means that it acknowledges your existence it some way. This can be it actually saying hello as in our example program, or can merely have it react (back up, turn, make a noise, display a picture, etc.) to a certain stimulus (light, sound, etc). 2) Split students into smaller groups. Run the example program. Have the students tell you what the robot did. Then go through and go step by step to make the program they just witnessed. 3) Have students plan what they want to do (what sensors they will use, what the robot will do after the sensor is activated, etc) 4) Hand out NXT kits. Allow students to build for one class period. 5) The second class period/hour should be spent programming, testing, and re-programming. 6) Allow students to present
Extensions:	-use more than one sensor (create a longer code)
Reference 1	http://sites.tufts.edu/stompactivitydatabase/files/formidable/SayHelloOutlinePartI.pdf

Introduction to Sensors-Ultrasonic

ACTIVITY HEADER

Name of Activity	Introduction to Sensors-Ultrasonic Sensor
Author	Danish Bhatti, Kenny Westermann
Keywords	NXT Robotics, Sensors, Ultrasonic Sensor, Datalogging
Subject	NXTs
Grade Level	4
Time	1 Hour Total
Brief Description	An introduction to robotics would be incomplete without imparting a basic understanding of how robots perceive their environment and react to it. We did this activity to add more dimensions to the functionalities of the robots that our class made. Up till now the robots could not function with respect to external stimuli and performed only simple tasks. Once we put sensors into the equation, robotics suddenly became much more engaging for the students since their creations started displaying a sense of awareness as compared to the mindless drones that they were before. At the start of the lesson, we began by trying to show the class how animals in nature perceive their environments. We also discussed how humans use their eyes ears and touch to understand different aspects of our environment. Then we worked on relating this concept to robots and NXT robots in particular. How the sensors corresponded to some of the key senses of the human body, how the NXT brick functioned as the Brain and how motors resembled muscles in their role as actuators. Then we moved on to talk about the ultrasonic sensor and its functions. We also spent some time teaching the class how they could incorporate the sensors into their mindstorms programs. In the previous lesson we had introduced the wait-for command so the class was very quick to catch on. We gave the class some time to install the sensors on their robots and then we simply put up a checklist of tasks we wanted the class to have their robots perform–tasks that had at least one part which relied on the use of the ultrasonic sensor. e.g: If anything comes closer to the robot than 20cm, have the robot panic and run backwards at full speed for 2 seconds.
Lesson Objectives:	Understanding the concept of a sensor. Where sensors are found in the natural world. How does the Ultrasonic sensor work? How to write a program that can make use of ultrasonic sensorsor sensors in general? Altering the design of your robot to ensure optimum placement for the sensor. Testing. Optimizing.
Materials Needed:	NXT Kit Computers w/ NXT software
Preparation and Set Up:	None
Necessary Background	Experience making NXT robots that rely on sensors.
Procedure	1-What are Sensors? 2-Where can we find them in the real world? 3-What is an ultrasonic sensor and how does it work? 4-Adding the sensor to the robot. 5-Programming it. 6-Testing the machine 7-Optimization

Wheel and Axle Lesson

ACTIVITY HEADER

Name of Activity	Wheel and Axle Lesson
Author	STOMP
Keywords	Simple Machines, Wheel and Axle, NXT
Subject	NXTs, Simple Machines
Grade Level	5, 6, 7, 8
Time	2 Hours Total
Brief Description	Students work in groups to build a vehicle using NXT kits that includes a wheel and axle and has to be able to hold a ball. To discourage everyone from using a basic car design, their designs cannot have exactly four wheels. Once their design is complete (including motors and the NXT brick), each group learns how to use on brick programming to make their vehicle move the ball across their workspace.
Lesson Objectives:	Improved understanding of the wheel and axle as a simple machine. Students gain skill building with NXT kits and using on brick programming.
Materials Needed:	-NXT kits (1 per group) -extra Legos
Preparation and Set Up:	Consider bringing extra Legos for groups to build with, prepare to talk about the project in terms of the Engineering Design Process and simple machines.
Necessary Background	None
Procedure	Introduce the project by talking about the importance of the wheel and axle as a simple machine. Tell them the objective: to make a vehicle that can’t have exactly four wheels, includes the NXT brick and motors, and is capable of carrying the NXT ball across their workspace. Explain the project in terms of the Engineering Design Process, discuss which steps would be best to focus on for this project. We drew the entire Engineering Design Process on the board and went over each step, asking them how they though the steps fit into this activity. At the end of the discussion we decided that the most important steps for this activity would probably be developing/ sketching solutions, prototyping, and communicating with other group members. Separate students into groups of 3-5. Most teachers already have some method of grouping students, or know which students shouldn’t be in a group together. Give them the rest of the first hour to sketch a design and then build it. Make sure each group includes motors and the NXT brick into their design. If the lesson is taking place over two, one-hour blocks leave 5-10 minutes at the end of the first block for cleanup. Once a group has their vehicle fully assembled, show them how to make it move using on brick programming. Make sure each member of the group gets a chance to try programming, and show them how to do things like change direction, turn, and loop through a set of instructions. If any of the groups finish early, show them how to add sensors and change the on brick program to respond to sensor input. Leave 15 minutes for each group to demonstrate their finished vehicle and clean up.
Umbrella Unit/Curriculum (if applicable)	Simple Machines

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