LEGO MINDSTORMS: ADVANCED
The Science behind the Show
There are many different definitions of a robot but there is a
general agreement between experts that it is a mechanical
device that can perform tasks automatically. Robots usually
do some or all of the following: move, sense and exhibit
intelligent behaviour. They also need to be guided, either by
a programme or circuitry.
The Mars Curiosity Rover is an example of a robot which is
currently operational on the
planet Mars. Using on board technology and sensors the
rover navigates the surface of the planet collecting and
transmitting data back to Earth to provide us with more
information about the planet’s climate and geology.
The robots used in this workshop are LEGO MINDSTORMS
NXT robots. They are built from Lego pieces and contain
an intelligent, computer-controlled brick which allows you
to programme how the pieces move. The robots have been
built to move around and have three different sensors which
work in much the same way as human senses, taking in
information about the world.
The system uses special software to programme the robots.
Children use on screen instruction blocks placed in a line to
give the robot instructions. These are downloaded onto the
robot’s intelligent-block using a USB cable. The robot follows
this list of instructions when the start button is pressed.
A computer programme is a sequence of instructions
written by a person and put onto a computer. The computer
interprets these instructions and executes them. There are
different types of languages that programmes can be written
in - for example, Java and C++.
A loop command is used within a computer programme
to make a set of instructions repeat continuously or repeat
until an instructed end point. This is a key tool for keeping
programmes simple and uncomplicated.
A sensor is a piece of equipment that measures its
surroundings. The robots in this workshop have two main
sensors.
Light sensor – this sensor detects light and dark (or black and
white). The robot can be programmed to only move over
black which means it can follow a black line or to stay within
a boundary.
Distance sensor – this sensor allows the robot to measure
distance. It emits ultrasonic sound waves and measures
the time it takes for them to bounce back to calculate the
distance of an object. This means the robot can
A microprocessor is a small electronic circuit that performs the
same functions as the central processing unit of a computer. If
you were comparing a robot to a human, the microprocessor
in our robot’s computer-controlled Lego brick would be the
equivalent of the brain. It sends instructions of when motors
are to move and processes information the sensors have
collected.
Some Useful Links
http://www.csiro.au/Portals/Education/Programs/Do-it-yourself-science.aspx
http://scratched.media.mit.edu/
Scottish Charity Registration Number: SC003790
Generation Science, Harbourside House, 110 Commercial Street, Edinburgh, EH6 6NF
Welcome to Generation Science!
Brought to you by the Edinburgh International Science
Festival, our shows and workshops
spark pupils’ curiosity and bring science to life.
What we do
Each show or workshop is fully equipped and delivered by
trained science communicators. We create fun, interactive
environments where everyone gets out of their seats and gets
involved. Our inspiring demonstrations and engaging activities
are linked to the Curriculum for Excellence, explaining key
concepts in a unique and memorable way.
Event Description
Curriculum Links
Learning Outcomes
Lego Mindstorms: Advanced is a
hands-on, interactive workshop that
allows pupils to programme their own
robots while applying context to the
process. The workshop starts by
focusing on the work of the Mars Rover
and other robots currently operating in
space. Participants are then faced with
a set of challenges set by ‘Mission
Control’ to help rescue a trapped
robot.
Lego Mindstorms: Advanced continues
to develop the following outcomes:
• Define computer ‘programming’ and
describe some of its applications in
real life.
The workshop is the next level of
programming following on from the
Lego Mindstorms Challenge workshop
and follows a similar structure, using
similar Lego equipment but with more
demanding programming challenges.
New programming language will be
introduced to perform more
complicated tasks that require deeper
understanding of logic and smarter
uses of the sensors, with a particular
focus on using the distance and light
sensors.
TCH 1-01a: By exploring and using
technologies in the wider world, I can
consider the ways in which they can
help.
TCH 1-03a/TCH 2-03a: As I extend
and enhance my knowledge of
features of various types of software,
including those which help find,
organise, manage and access
information, I can apply what I learn in
different situations.
TCH 1-09a: I am developing problem
solving strategies, navigation and
co-ordination skills, as I play and learn
with electronic games, remote control
or programmable toys.
• Identify problems within a
programme and create a solution.
• Explain the concept of a “loop”
command when referring to
computer programming.
• Explain the advantages of using
the loop command when building
computer programmes.
• Explain how different sensors on
a robot can be used to control its
movement and identify the benefits
each sensor provides.
MTH 2-17a: I have investigated angles
in the environment, and can discuss,
describe and classify angles using
appropriate mathematical vocabulary.
The re-development of Generation Science teacher notes has been made
possible by a grant from the Texas Instruments Community Fund
www.sciencefestival.co.uk/education
Supported by:
FOLLOW-UP CLASSROOM ACTIVITY 1
FOLLOW-UP CLASSROOM ACTIVITY 2
Encode a friend
Mission “Delicate Landing”
You will need:
You will need:
• An outdoor playground space
• Chalk
• Pen
• Paper
• Blindfolds
• A raw egg or moulding clay
• Paper
• Pens
•An assortment of craft materials (e.g. cardboard, straws,
tissue, newspaper, balloons, plastic bags, cotton etc.)
• Glue
• Sellotape
• A ladder or a high place to drop the egg from
top.
ions
nd s
s a
tep
3 s
p.
.
ard
sto
ght
e ri
forw
and
h
p
t
lk
e
a
to
st
90°
1. W
one
ard
Turn
orw
f
2.
lk
Wa
3.
ruct
Inst
2. T ogether, write
a set of step by
step instructions
(a programme)
for someone to
complete the maze.
The challenge: Using the assortment of craft materials, design a package to protect or a method of landing a raw egg
or moulding clay safely on the ground without it cracking, when dropped from a height of 2 meters in the air.
2. D
raw out
your design.
1. In a small group, use the chalk to design and draw a
maze on the ground. The maze should be large enough
for a person to follow and should not include any curves
or circles.
Straws
Cotton
Wool
Egg
lace the blindfold
4. P
on a member of
your group.
Balloon
1. In small groups discuss what
designs and structures would be the best for
protecting or landing the egg safely. Think about
what materials would be most appropriate to use.
3. S
wap your instructions
with another group.
3. B
uild your
design.
5. R
ead out the instructions provided by the other
group one instruction at a time to try and complete
their maze. Use the chalk to mark any points that
the blindfolded person crosses the lines.
4. Once your design is
complete, test it by
having an adult drop it
from a height of 2 metres.
2m
Which design worked best and why? Which materials worked best and why?
Why did your egg or moulding clay either survive or break /deform?
Try swapping and writing instructions for the other
groups’ maze.
Explanation
Did the other group make any mistakes in the maze with your instructions? How do you think you could
alter your instructions to avoid the mistakes?
Were there more or less instructions than you were expecting?
Explanation
In order for robots to move how we
want them to, we must give them
a set of instructions. We call these
instructions a programme, and the
robot will only do what the programme
instructs it to do. It is important to keep
this set of instructions as simple as
possible, otherwise they can become
very long and complicated.
It is also possible to include instructions
on how the robot should react to
information gathered by its sensors.
Sensors can tell robots how close they
are to objects, how light or dark it
is or even how much sound there is.
We behave the same when we make
decisions on how to move depending
on what we hear see or feel.
LEGO MINDSTORMS: ADVANCED
Landing a rover on another planet
without an on-board pilot is not an easy
task. Being on average over 100 million
miles from Earth, there is no room for
error as all the equipment must land
safely and be undamaged to allow the
rover to complete its mission.
The problem with any two objects
colliding is the amount of force that is
exerted on them both – too much and
damage can occur. However, we can
reduce the force exerted on colliding
objects by decreasing the rate of
deceleration or, in other words,
increasing how long it takes for an
object to slow down or come to rest
during the collision. By designing
systems which do this we can prevent
damage, for example, designing car
bonnets to crumple so the force on your
body during a car crash is reduced.
When landing rovers on Mars the speed
of descent through the atmosphere is
firstly reduced by using fixed thrust
rocket motors. In previous missions, to
protect the rover from the impact with
the rocky surface of the planet, scientists
have deployed airbags made from a
tough material called ‘Vectran’ seconds
before impact. More recently for the
Curiosity rover, scientists tried a new
innovative technique involving a sky
crane which lowered the rover onto the
surface of Mars. The rover used a
parachute firstly slow down and then
once closer to the surface, rocket
powered deceleration was used before
the Curiosity was lowered safely to the
ground.
The following link provides a step by
step visual of how the Mars Curiosity
landed on Mars:http://www.space.
com/16503-photos-mars-sciencelaboratory-curiosity-landing-guide.html
LEGO MINDSTORMS: ADVANCED