南 台 科 技 大 學
Southern Taiwan University
應用英語系
Applied English Department
Title：Enjoy Lego in Your Life－Lego making instruction
Instructor：
楊晴絨 CJ
Class：
日四技英語四丙
Members:
496C0085 周雅慧
Elsie
496C0086 吳珈菱
Lynn
496C0128 高碧璟
Phoebe
496C0142 胡淑評
Adela
496C0145 林鈺娟
Mandy
中
華
民
國
1
0
0
年
1
月
Table of contents
Introduction
1
Teaching Manual
5
Structure of Teaching Manual
8
Pilot Application of Teaching Manual
10
Structure of Part－Helicopter
11
The Flow Chart of the Helicopter
16
HELICOPTER PRODUCT
17
Introduction to NXT
34
Modes of Robot Dog
37
Structure of Part－Robot Dog
38
The Flow Chart of Robot Dog
45
How to use LEGO MINDSTORMS NXT
46
Programming
49
ROBOT DOG PRODUCT
58
References
80
Abstract
The trend of using Lego with computer programs as a robot is very popular in
the world. The main aim of this paper is to teach children how to make a helicopter
and a robot dog by building blocks. We wrote the structure of manual for two days’
classes and included clear pictures to let children know how to make the Lego toys
step by step. It is very easy to complete the Lego robot as long as you follow our steps.
Finally, we made a video clip to show the processes of teaching. The child’s
successful experience has demonstrated the usefulness of the teaching manual we
made.
Keywords: LEGO Education, Robot
摘要
樂高結合電腦程式而成的機器人為現今的世界潮流。這份報告主要是針對教
導小朋友如何利用積木製作直昇機和機器狗。我們給予清楚的圖片讓小朋友知道
步驟並且跟著步驟做。只要照著我們的步驟走，就可以很容易的完成樂高機器
人。最後，我們以影片來展示我們的教學，小朋友成功的經歷論證了我們所編製
的教學手冊是有用的。
Introduction
Mechanical automation is a trend in the 21st century. It is a new target to
advance science and high technology, such as the development of the robot. Making a
robot is a good way to develop the individual characters of kids. Also, programming a
robot is an opportunity to show a kid’s intelligence and wisdom.
While students are learning how to program and operate a robot, their abilities of
logical thinking and judgment can be promoted effectively. Furthermore, it’s not only
cultivating students’ interests in science but also making them grasp knowledge after
class easily. It’s better to inspire students’ ability to create and invent in an interesting
way than just having them study stodgily. As Lars and Angier ascertained, “It is
available to use toys or games as the bridge of learning science. Toys can be shown as
working models, the construction of general science ideas and the integration of
science and technology can push students ahead to learn science” (cited in Wu and
Huang, 2003, p. 54).
“Only the best is good enough, and today we still involve that spirit in every way
we operate,” was the motto of Kristiansen Ole Kirk, founder of the company and
inventor of LEGO bricks, reveals that Lego Company does its best to make a positive
impact on areas such as human rights, working environments, anti-corruption, charity,
etc.
Lego Robot is composed of programmable intelligent blocks, mechanical
modules, sensors, etc. The programmable intelligent blocks were developed by Lego
Group in cooperation with Massachusetts Institute of Technology (MIT). “Quality” is
their specialization. And why can Lego Robot be applied in science education at
elementary school, junior high school, and college? It is because its periphery
(infrared communication, sensor and Robolab program compilation software) can
solve the unintelligible programming language problems by patterned programming
language.
The World Robot Olympiad point out that “WRO is an event for science,
technology and education which brings together the young people all over the world
to develop their creativity and problem solving skills through challenging and
educational robot competitions” (http://www.wroboto.org). One of its objectives is
to provide the promising elementary and high school students an opportunity to
expand their horizons through exploration of robots and robotic
systems. "Competitions like this help kids build their thinking skills, which is
important for the future development of students who plan on entering engineering or
related fields," said Kerry Bailey, an information technology consultant who works
for the Abu Dhabi Education Council in the United Arab Emirates (Taipei Times,
2007).
According to World Robot Olympiad, it has held robotic competitions for 7
years, and the number of participating countries is 32 (Wikipedia, 2004). In the future,
more and more countries will attend this group. Taiwan is one of the participating
countries. In 2007, Taiwan was theWRO host country. Taipei Times said, “More than
800 students and 170 teams from around the world are participating in the 2007 World
Robot Olympiad in Taipei, an annual competition for young people in which
competing teams assemble robots to perform tasks.”
In Taiwan, many people notice that WRO is a trend; more and more elementary
schools promote the “Lego” Education; more and more parents are beginning to focus
on this part. In 2010, there were more than 20 WRO competitions in Taiwan
(EROBOT, 2010). Robotics Camps have got more and more popular on campus
especially in summer, and winter vacation. For example, STUT Robotics Research
Center held 8 camps in 2009, and the number of students was 86; in 2010, there were
6 camps, the number of students was 89 (Personal contact). In addition to camps,
STUT Robotics Research Center has also held robotic clubs at 3 elementary schools
(Student clubs of STUT Robotics Research Center, 2010).
Robotic education has indeed been very popular recently in Taiwan. We know
that will make the world hit in the future, so our purpose was to make a simple
teaching manual to teach kids Lego robot.
Developing a teaching manual
Sometimes, we could see that some traders sold electronic dogs and helicopters.
That kind of toy always attracts children, so we had an idea and that was to teach
children how to make a helicopter and a robot dog by building blocks. We used
MINDSTORMS Ver 1. program in the Robot Dog. The material we used was
LEGO@Robot Suite 9797. Each lesson, one for Helicopter and the other Robot Dog,
was designed for six hours. In the first hour, we would introduce the objectives,
including teaching children basic understanding of the building blocks. After the
introduction, children would start to make a Helicopter and Robot Dog by themselves.
This section was specifically designed to inspire children’s creativity. Children got to
use different modules to make whatever molding they want. Finally, children could
operate their models to have fun. Also, we would use a video clip to show the
processes of teaching.
We referred to the teaching experiences of the teachers of STUT Robotics
Research Center and some Lego books to make our Teaching Manual.
Teaching Manual
The teaching manual is composed of two lesson plans. It has been tasted and
fixed many times by simulation teaching and thus can let teacher reduce the time to
project the curriculum.
The first lesson plan starts with an introduction, including lesson focus, teaching
goals, learning objectives and materials. Lesson Structure is laid out for teachers to go
about the lesson. Teachers should refer to page 11 -- Structure of Part to teach
students to be familiar with the building blocks. The “Structure of Part” introduces the
names of parts; pictures of the parts and the quantities needed are also provided so
that the teacher and students could make sure there are intact parts to build a
helicopter.
After getting familiar with the building blocks, the students are to compose a
helicopter together. See page 16 -- Helicopter flow chart. The teacher could refer to
the framework on the flow chart and follow the steps with pictures in page 17 at the
same time. By checking the flow chart the teacher could guarantee students would not
miss any steps.
When students complete the helicopter, teacher should check the finished
products and make each group go onto the stage to show their achievement and talk
about what they have learned in the class. End the course of day 1.
The second lesson plan also starts the same way as lesson one, but the Lesson
Structure is different. Since students should be familiar with block buildings making
the helicopter in day 1, so day 2 would focus on how to use NXT and how to write the
program of the robot dog.
In this lesson, the robot dog has a very important component called “NXT”.
NXT is the brain of robots. It’s an intelligent, computer-controlled LEGO® brick that
lets robot come alive and perform different operations. The appearance of NXT has
motor ports, sensor ports, USB ports, loudspeaker and NXT buttons. NXT has four
different kinds of sensors: light sensor, ultrasonic sensor, sound sensor and touch
sensor. Every sensor has its own function. Light sensor can read intensity and
reflection from the environment or emitter; ultrasonic sensor can sense distance,
recognize objects, movement recognition; sound sensor can measure DB (Decibel),
sound pattern recognition, and tone recognition; the touch sensor gives the robot a
sense of touch. It functions when it is being pressed by something and when it is
released again.
Teachers give children a composed robot dog and ask them to give orders to the
robot dog; then introduce the functions of the sensors and let children understand how
to use them by operating the composed robot dog.
To make a robot dog with building blocks needs to follow this teaching manual.
It can help teachers teach students to make a robot dog step by step. Please refer to
page 45. We introduce every part of the building blocks for teachers to understand.
There are also pictures so that teachers can follow every step illustrated there. Please
refer to page 58.
Lesson 2 is more difficult than Lesson 1. To make a robot dog needs to write a
program to make the dog move. We include details about this program to help
teachers understand even if they have never had any ideas of it. This software is called
“MINDSTORMS Ver 1.” This program contains three kinds of modes: gatekeeper
mode, calling mode, and stroll mode. Again pictures are provided. Please refer to
page 49.
After students finish their robot dogs, teachers should have students present their
works and let them share what they have learned from this lesson. This is day 2.
Structure of Teaching Manual
Unit plan of which this lesson is a part
Lesson Focus
Teaching Goal
Learning
Objectives
Materials
4hrs Lesson Structure
1hr
Closure
Building Blocks
To Make a Helicopter by Building Blocks.
Teach children to make a toy helicopter by themselves.
a. Children are familiar with the modes of combination
of the building blocks.
b. Children understand the function of every part of the
building blocks.
c. Children make a toy helicopter.
LEGO@Robot Suite 9797
Step. 1 – Divide students into groups of 4~5.
Step. 2 – Introduce various building blocks: Basic
understanding of the building blocks. (30 min.)
Step. 3 – Operate the building blocks (Warm up):
Children get familiar with building blocks by doing
some exercises such as finding out the correct part
when teacher speaks out the part’s name, or let children
use some easy parts to build something easily. (30
min.)
Step. 4 – Activities--To fabricate a helicopter
(Brainstorming): After children get familiar with the
building blocks, give each group a picture of the
helicopter, and let them try to build the helicopter
together, seeing how much they can do. (30 min.)
Step. 5 – Activities--To fabricate a helicopter (Learn
how): Teach children to build the helicopter step by
step. (1.5 hrs.)
Step. 6 – Confirm and Evaluate: Make sure that
every student understands the way to use those
building blocks by asking them the process they did.
(30 min.)
Step. 7 – Checking students’ understanding: Ask
children for every part of building blocks they need to
use and check finished-products in the end of the class.
(30 min.)
Let children take their own helicopter onto the stage
and talk about what they have learned in the class.
Unit plan of which this lesson is a part Building Blocks
Lesson Focus
Teaching Goal
Learning
Objectives
Materials
5hrs
Lesson Structure
1hr
Closure
To Make a Robot Dog by Building Blocks.
In Chapter 2, we will teach children to make a robot
dog by themselves with our teaching manual.
a. To cultivate mind by using building blocks.
b. To build up students’ interest in using building
blocks.
c. To help them make a robot dog by themselves.
LEGO@Robot Suite 9797
Step. 1 – Divide students into groups of 4~5.
Step. 2 – Introduce various building blocks: Basic
understanding of the building blocks. (30 min)
Step. 3 - Introduce NXT and Sensor (Warm up):
Introduce the functions of NXT and teach students
how to operate it to move the robot dog. Give
children a composed robot dog and ask them to give
orders to the robot dog. Then introduce the functions
of the sensors and let children understand how to use
it by operating the composed robot dog. (1hr)
Step. 4 – NXT and Sensor test: Make sure all the
students understand what NXT is by asking children
the way to use it. Then make sure that every sensor is
working. (30 min)
Step.5 - To fabricate a robot dog: Give them a robot
dog picture and let them make a robot dog by
themselves without teaching. (1hr.)
Step. 6 - Programming: Students test and enjoy their
robot dogs; check if the robot dog can work
successfully, if not, find out the solution and improve
it. (1.5hrs)
Step. 7 – Checking students’ Understanding: Ask
every group to operate their own robot dog to make
sure that every student understands the way to use
NXT. Then check the finished-products in the end of
the class. (30 min)
To check what is needed to improve or what needs to
be fixed. And let them discuss the differences
between the helicopter and the robot dog. Finally,
they would share what they have learned in these two
days.
Pilot Application of Teaching Manual
We let a child install the two Lego toys with the instructions. The child
basically saw the pictures first. When he could not understand the pictures, he would
then read the expositions under them. However, he could still ask the teacher when he
felt confused. The robot dog was more difficult to finish than the helicopter. Thus we
made the helicopter the target of the first day. It is important that he becomes familiar
with Lego’s parts at the beginning. On the second day, the child would have the
concept to install the complicated robot dog. In addition, achieving the simple
helicopter let him feel self-satisfied. He would be confident and patient to finish a
complicated robot dog. At the same time, identifying the parts and installing parts
together could cultivate his attention, observation, and logic. Finally, the boy
successfully installed the two Lego toys: helicopter and robot dog. We also recorded
the process of the boy installing the Lego toys. Having been invited to share his
experiences, he said he felt a great sense of accomplishment for this. We are very
pleased. In conclusion, we wrote a clear, legible and organized teaching book of Lego
toys. The child’s successful experience has demonstrated the usefulness of the
teaching manual we made.