The Science behind the ShowThere 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 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.

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

Event DescriptionLego 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.

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.

Curriculum LinksLego Mindstorms: Advanced continues to develop the following outcomes:

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.

MTH 2-17a: I have investigated angles in the environment, and can discuss, describe and classify angles using appropriate mathematical vocabulary.

Learning Outcomes•   Define computer ‘programming’ and 

describe some of its applications in real life.

•   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.

Some Useful Links

http://www.csiro.au/Portals/Education/Programs/Do-it-yourself-science.aspx

http://scratched.media.mit.edu/

LEGO MINDSTORMS: ADVANCEDWelcome 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 doEach 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.

www.sciencefestival.co.uk/education

The re-development of Generation Science teacher notes has been made possible by a grant from the Texas Instruments Community Fund

Scottish Charity Registration Number: SC003790Generation Science, Harbourside House, 110 Commercial Street, Edinburgh, EH6 6NF

Supported by:

3. Build your design.

FOLLOW-UP CLASSROOM ACTIVITY 2

Mission “Delicate Landing” You will need:•  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

FOLLOW-UP CLASSROOM ACTIVITY 1

Encode a friend You will need:•  An outdoor playground space •  Chalk•  Pen•  Paper•  Blindfolds

LEGO MINDSTORMS: ADVANCED

ExplanationIn 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.

ExplanationLanding 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-science-laboratory-curiosity-landing-guide.html

LEGO MINDSTORMS: ADVANCED

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?

Which design worked best and why? Which materials worked best and why?Why did your egg or moulding clay either survive or break /deform?

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.

2. Draw out your design.

4. Once your design is complete, test it by having an adult drop it from a height of 2 metres.

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.

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.

2. Together, write a set of step by step instructions (a programme) for someone to complete the maze.

3. Swap your instructions with another group.

4. Place the blindfold on a member of your group.

5. Read 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. Try swapping and writing instructions for the other groups’ maze.

Balloon

Straws

Egg

CottonWool

Instructio

ns

1. Walk f

orward 3 step

s and stop

.

2. Turn 90° to t

he right.

3. Walk forward o

ne step an

d stop.

2m