New Test Activity

ACTIVITY HEADER

 

 

 

Name of Activity New Test Activity
Author Tufts STOMP
Keywords keyword 1, keyword 2, keyword 3, keyword 4, keyword 5, 1 Hour Total, NXTs, LEGO, k-3
Subject NXTs
Grade Level K, 1, 2, 3
Time 1 Hour Total
Brief Description Brief description goes here. Describe what the activity consists of in 1-4 sentences.
Lesson Objectives: - To teach students about _____________________.
- To introduce ____________________ vocabulary words.
- To familiarize students with LEGO building.
- To introduce programming to students grades k-3.
Materials Needed: - Material 1.
- Material 2.
- Material 3.
- Material 4.
- Material 5.
- Material 6.
- Worksheets 1-4.
Preparation and Set Up: - Describe all set up here.
- Hand out worksheets.
- Split students into groups.
- etc etc etc.
Necessary Background Fill in necessary teacher background here. This can include vocabulary words, general information, or any prepared information about important subject matter here.
Procedure
  1. Step by step procedure goes here.
  2. Include the Engineering Design Process wherever applicable.
  3. continue all the way through the activity, start to finish.
Extensions: Please elaborate here if there is any way to make the activity more difficult for students who finish the activity early or are more experienced than other students in the subject matter.
Modifications: Please elaborate here if there are ways to change this activity to make it slightly different or better in any way after your experience with it.

Wall Follower

ACTIVITY HEADER

 

 

 

Name of Activity Wall Follower
Author Jay Clark
Keywords NXTs, car, wall, distance, loops, conditional loops, sensor, threshold
Subject NXTs
Grade Level 4, 5, 6, 7, 8, 9+
Time 1 Hour Total
Brief Description Students will program their NXT cars to follow the outer edge of the classroom by driving along the wall at a set distance away.
Lesson Objectives: Programming using loops and conditional loops
Determining and Implementing sensor thresholds
Materials Needed: Prebuilt NXT car with a sound sensor
Clear wall space
Computers with NXT Mindstorms software
Preparation and Set Up: Find a section of the room that has the most dynamic wall. -Maybe the wall juts out for a closet and back in again afterwards-

Clear this space for cars to run next to.

For any inside turns (turning to the right if the wall is on your left), place a strip of black tape a foot or so away from the wall for the extensions.

Necessary Background A wall follower activity is very similar to the line follower programmatically. Start close to the wall. Turn away from the wall until the distance sensor reads that you are too far, then drive back towards the wall until the distance sensor reads that you are too close. Loop.

There is a challenge in trying to get the car to make an outside turn. This involves playing with the distance away from the wall you set your car to follow, and how dramatically you have the car steer.

Inside turns cannot be made using the loop. Some other sensor must tell the car that an inside turn is approaching, and then the car must react by turning. Students may use a touch sensor, a light sensor, a sound sensor, or even another distance sensor (if they have one)

Vocabulary: Threshold – The sensor value that when breached, will trigger a wait for block or a conditional loop. (Some students have had a better time understanding it as a “benchmark”)

Procedure Introduction – 10 minutes Introduce/ Review loops with the students and why they are useful in programs.

  • Loops allow us to repeat a set of commands that would otherwise be tedious to program over and over.

Introduce the activity, and ask the students if they have an idea of what the program should look like. Activity – 40 minutes Allow students to make the mistake of not including any turns in their program. They will understand their mistake when trying to make the first outside turn. Clean up/ Wrap up – 10 minutes

  • What was easiest? What was hardest?
  •  What would you have done differently?
  •  What were some good ideas you saw that other groups came up with?
Extensions: In order to make inside turns, students will have to use a conditional loop and another sensor to warn them of the upcoming turn.
Reference 1 http://sites.tufts.edu/stompactivitydatabase/files/formidable/c1.jpg
Reference 2 http://sites.tufts.edu/stompactivitydatabase/files/formidable/d.png

NXT Trolly

ACTIVITY HEADER

 

 

 

Name of Activity NXT Trolly
Author Jay Clark
Keywords NXTs, cars, car, trolly, trollies, light sensor, loop, proximity sensor, sound sensor, threshold, switch
Subject NXTs
Grade Level 4, 5, 6, 7, 8, 9+
Time 2 Hours Total
Brief Description Students program their NXT cars to be trollies. The activity has three tasks.

(1) Using a light sensor, the trolly must follow the black tape loop that runs through the “town”

(2) Using a proximity sensor, the trolly must detect stations and stop for boarding.

(3) Using a sound sensor, the trolly must stop for townspeople whistling for the trolly.

Lesson Objectives: Programming with conditional loops and switches.
Determining and implementing multiple sensor thresholds.
Materials Needed: Pre-built NXT car and complete NXT kit.
Computers with Mindstorms NXT software.
Black tape for trolly track.
Boxes/Books/etc for trolly stations.
Extra LEGO people.
Preparation and Set Up: Set up a the trolly track with black tape in the classroom.
Place the trolly stations either all inside or all outside of the loop. (This is so the proximity sensor can be pointed to the right or left).
Necessary Background In order to follow a line, students will have to program their cars to repeatedly jump off and back on the line. In fact, they aren’t following the black line, but rather the line formed by the edge of the black tape and white floor. Students programs should consist of four blocks:
- Turn Right.
- Wait for Darker.
- Turn Left.
- Wait for Lighter.

Students will need to use a conditional loop or a switch to stop following the line at the station. A conditional loop will keep performing the line following functions until the distance threshold is breached. It will then move on to the next bit of code. A switch will make a decision about the program flow based on a sensor value.

Vocabulary:
Threshold – The sensor value that when breached, will trigger a wait for block or a conditional loop. (Some students have had a better time understanding it as a “benchmark”)

Switch – A program structure that makes a decision about which line of code to run next based on some criterion (time, sensor value, logic etc)

Procedure Introduction 10 minutes Review loops with the students and why they are useful in programs.

  • Loops allow us to repeat a set of commands that would otherwise be tedious to program over and over.

Sometimes loops should go on forever. Ask the students for examples they’ve done where loops go on forever. In more sophisticated programs, they should not. Ask if they can think of a situation in which you don’t want a program to go on forever. A conditional loop is a great way to end a loop exactly when you want it to end and move on to another task. Our brains use conditional loops all the time!

  •  When crossing the street, we look both ways. If its not safe, we do it again. We keep doing it until its safe, and then we cross the street.

Activity – 40 minutes If students haven’t done a line follower before, introduce the concepts using the line follower activity on the activities database. For the second task, students will have to use a conditional loop to look for the stations. After the loop, they should stop the car for 5 seconds. It’s important to note that you must drive past the station before you start looking for a new station. Therefore, there should be a loop with a counter on it, or another conditional loop to follow the line past the station before looking for the next one. For the third task, the students will have to use switches. First look at one of the sensors, say the sound sensor. If it detects a whistle, stop for five seconds, if not, look at the proximity sensor. If it detects a station, stop for five seconds. If not, continue following the line. Clean up/ Wrap up – 10 minutes

  • What was easiest? What was hardest?
  •  What would you have done differently?
  •  What were some good ideas you saw that other groups came up with?
Reference 1 http://sites.tufts.edu/stompactivitydatabase/files/formidable/a1.jpg
Reference 2 http://sites.tufts.edu/stompactivitydatabase/files/formidable/b5.png

Tug-O-War

ACTIVITY HEADER

 

 

 

Name of Activity Tug-O-War
Author Kara Miranda
Keywords gear, gear ratios, build, machine, tug-o-war, competition, prototype, Engineering Design Process, torque
Subject NXTs
Grade Level 4, 5, 6, 7, 8, 9+
Time 3 Hours Total
Brief Description Students will use their knowledge about gears and gear ratios to build a machine that will play tug-o-war against another classmate’s.
Lesson Objectives: To apply building techniques and knowledge about gears to an activity challenge.
Materials Needed:
RCX or NXT LEGO kits

Assortment of extra LEGO pieces, especially gears and beams
Engineer’s Planning Sheet
String
Scissors
Tape

Preparation and Set Up:
Collect necessary materials
Photocopy worksheets
Arrange students into groups of 2
Decide how you will distribute extra pieces
Write design requirements on the board
Necessary Background Review gears, gear ratios, and torque.

Vocabulary:
Prototype
Engineering Design Process

Gears
Gear ratio
Torque

Procedure
    • Tell students that in this challenge they will be playing tug-o-war by building a machine that can provide enough torque to pull on another machine doing the same thing. String will be tied between the two, and a machine will have to pull the other over a line of tape in order to win.
    • Make sure to review how gears work, gear ratios, and using gears for torque vs. speed. Also explain the engineering design process.
    • Tell students the requirements for their tug-o-war contenders. Examples of requirements are:
    •       Must use gears
    •       Must have a sensor
    • Allow the class to brainstorm different ideas for their machines. Have them plan out and draw their design on the engineering planning sheet.
    • Distribute materials and have students start building. You may have to assist students with tying string to their machine.
    • After the students finish building, pair up machines and tie them to either end of a string, making sure the middle of the string is right above the tape on the ground, and that both machines are equidistant from the tape.
    • Have the students start their machines. Whoever’s machine gets pulled over the line first, loses.
  • After the students finish, review the activity with the class. Have them share their ideas, ask groups to explain what the hardest part of the challenge was, etc.
Extensions: Have students add more gears
Make a classwide tug-o-war competition. Whose is the “strongest”?
Allow those who lose to redesign and compete against each other again
Reference 1 http://sites.tufts.edu/stompactivitydatabase/files/formidable/a.pdf

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