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					         Lego
   Lego Technics
   Lego Dacta Control Lab
   Lego Dacta Robo Lab
   Lego Mindstorms
   Lego Droids
Walking Dinosaur
 Lego DACTA Control Lab
 In addition to the familiar building sets seen
  on toy store shelves, the LEGO company
  produces building sets for a range of
  machines for use in science and technology
  education.
 At the low end of the product line are the
  LEGO Technic sets
 At the high end is the LEGO DACTA Control
  Lab that allows construction of computer
  (PC) controlled machines.
Lego DACTA Control Lab
 Examples   are:
 – a greenhouse that automatically
  regulates its temperature using a
  ventilation system,
 –a robotic arm, a vending machine,
 –a PC plotter, and
 – an automobile on a dynamometer
  (see Fig. 1).
Fig. 1. LEGO DACTA controller
    and automated model.
Lego DACTA Control Lab
   Sophisticated simulations of real-world
    systems have also been created such as
    an auto manufacturing line
    (http://www.gang.umass.edu/user/sh
    en/lego/index.html) and various kinds
    of robots
    (http://www.pycckuu.umd.edu/robots
    /index.html).
     Fischertechnik
   The Fischertechnik corporation
    produces a product similar to the
    LEGOs that have also been used in
    teaching environments
    (http://www.cs.utah.edu/~cs451/).
       The LEGO DACTA Control Lab
   The Control Lab set includes:
    – the usual LEGO blocks,
    – pieces from the Technic sets for building machines (gears, pneumatics,
      pulleys, etc.)
    – computer controllable devices.
   These devices include:
    – lamps,
    – motors,
    – sound elements,
    – touch sensors,
    – temperature sensors,
    – light sensors and
    – angle sensors.
      The LEGO DACTA Control Lab

   The devices are connected to a controller,
    which in turn interfaces with a serial port on a
    personal computer to permit software control
    of the devices.
   The controller is capable of controlling eight
    input devices and eight output devices.
   Communication between the PC and the
    controller is via a protocol developed by LEGO.
   Figure 1 (shown previously) illustrates a LEGO
    model connected to the controller.
   Software is used to coordinate the actions of the
    LEGO devices (motors, sensors, etc.) in sophisticated
    models, such as the automobile on a dynamometer,
    shown in Figure 1.
   LEGO ships the Control Lab with a unique version of
    the Logo programming language for writing the
    control software (Martin, 1993).
   Although Logo is satisfactory for illustrating
    programming concepts, more sophisticated users
    may wish to use other programming languages for
    control purposes, as for instance Visual C++ or Visual
    Basic.
           Davis Creek Elementary
          Intelligent House Projects
                   1998-99
   Davis Creek Elementary's fifth grade class has been working on
    the LEGO Dacta Control Lab Intelligent House Project.
   The students use LEGO Dacta Control Lab software to build and
    program the fan, burgler alarm, garage door, satellite dish,
    keylock, and photo gate door entry.
   The students worked in pairs doing one of the set projects and
    ended by doing a design of their own with programming.
   The pictures below are a sampling of the Intelligent House
    Projects the eighteen fifth graders did the month of October.
   Under the pictures are examples of some of the programs written
    by fifth grade students.
Home Automation
Doggy Burglar Alarm
to doggy
waituntil [and (light5 > 48) (light5 < 52)]
talkto "lampa on
tone 80 5
tone 90 4
talkto "motorb setright onfor 9
talkto "motorb setleft onfor 9
talkto "lampa off
end
Different Design
9-25-98
We used the sensor to make noise.
When you slide different colors and textures past the sensor the program made
different noises.
                                               to garage
                                               waituntil [light5 < 90]
     to lc
                                               tone 50 3
    waituntil [light5 < 90]
                                               tto "motorb setleft
    tone 50 30
                                               onfor 10
    waituntil [light5 < 60]
                                               wait 70
    tone 80 30
                                               tone 80 1 wait 1 tone
    end
                                               50 1
     to noise                                  waituntil [light5 < 90]
    repeat 100 [make "n                        tto "motorb setright
    light5                                     onfor 10
    tone :n 1]                                 tone 80 10
    end                                        end
       Haunted House Ride
   to pop
tto "bones up setpower 4 onfor 3.2 wait
6
tto "bones down onfor 3
end
  to 2pop
waituntil [touch4] pop wait 6 pop
end
                       to move
                     launch [waituntil [light5 > 43 ] tto "lamph flash 10 2 ]
                     tto "motore setright onfor 40 2pop
                     wait 3
                     tto "motore setleft onfor 40
                     flash 0 0
                     stopall
                     end
                       to lighton
                     forever [ifelse light5 > 42 [tto "lamph on] [tto "lamph off]]
                     end
Easter Bunny
What did we learn?
 Robotics    can bring new excitement to
  computer classes and design classes.
 Students love robots
 It is difficult to build curriculum
  without kits
 Several kits are available, from very
  simple (preschool) to very complex
 (University graduate education level).
    What did we learn?
 Robix allows to build various robots.
 It allows to have deeper curriculum than
  Lego but less ready material is available
 It allows access to the “guts” of software
  and electronics
 Having one kit for a school is enough, you
  can purchase additional servos for smaller
  price on WWW and build the rest in class.
    What Did We Learn?
 There is a variety of methods how robotics can
  be taught in high school
 The choice should depend on:
    – teacher’s preferences
    – student interest and quality
    – cost
    – does the school have a mechanical/wood/electrical
      workshop?
    – Normal classes/special projects
               Robotic Arm
    by Alex (11) and John Michael (11)
   This project will take the bricks, sort them out by color
    using a light sensor, then it will use the robotic arm to
    grab the bricks and put them in the right bins
    according to their color.
   The bricks must be loaded horizontally into the chute
    or else they will not be able to move.
    – It might not determine the colors correctly because of an
      above average intensity light source disturbing the light
      sensor which scans the blocks.
    – Do not worry if one of the blocks stops out of view of the
      light sensor, the backup routine will relocate it right below
      the sensor.
Input/Output Interface
DashBoard
                     DashBoard
   Right after you load this project, you will see the Input/Output
    Interface as shown above.
    – Click on the Pages menu, then click on Program. You will see lots of
      buttons and a picture as shown above.
    – If your robotic arm is not positioned directly above the pickup trough,
      position it there by clicking on either the Right adjustment or Left
      adjustment buttons (Right adjustment moves the arm counter-clockwise
      and Left adjustment moves it clockwise).
    – If the arm is holding something or is not fully open, press the red Drop
      button. After you're done positioning it, press the Calibrate button.
   To start the project, either click the Start button or depress the
    external touch sensor.
   If you see that it's not functioning properly, click the
    Emergency Stop button.
     Procedures for project
– ;start of assembly line routines
– to setupfornextuse ;after it's done with all the
  bricks, set it up for next use
  manright
  waituntil [angle5 > -1] movoff
  end
– to manleft ;moves the robotic arm clockwise
  tto "motora setleft setpower 5 on
  end
– to movoff ;stops the movement of the robotic
  arm
  tto "motora off
  end
   Procedures for project

– to manright ;moves the robotic arm
  counter-clockwise
  tto "motora setright setpower 5 on
  end
– to pickup ;makes the robotic arm grab
  tto "motorb setright setpower 6 onfor 6
  end
– to letgo ;makes the robotic arm release
  tto "motorb setleft setpower 6 onfor 6
  end
       Procedures for project
– to determine ;uses the light sensor to scan what's
  under it
  if and light7 > 7 light7 < 13 [make "ptype 2] ;2 =
  blue
  if and light7 > 14 light7 < 24 [make "ptype 1] ;1 =
  yellow
  if and light7 > -1 light7 < 2 [make "ptype 0] ;0 =
  other or nothing
  end
– to bluebin ;makes arm go to the blue bin and
  release brick
  manleft waituntil [angle5 < -50]
  movoff
  letgo
  end
     Procedures for
        project
– to btas ;makes arm go to assembly line and pick up
  brick
  manright waituntil [angle5 > -1]
  movoff
  pickup
  end
– to yelobin ;makes arm go to wellow bin and release
  brick
  manleft waituntil [angle5 < -61]
  movoff
  letgo
  end
 Procedures for project
– to preset ;moves the very first block below the light sensor
  tto "motorc setright onfor 60
  end
– to advance ;moves the following blocks below the light sensor
  tto "motorc setright onfor 40
  end
– to backup ;emergency routine if block isn't in view of light
  sensor;
  tto "motorc setleft onfor 15 ;back up for 1.5 sec.
  determine ;do a rescan if it's still not good
  if :ptype = 0 [tto "motorc setright onfor 15] ;forward for 1.5
  sec.;
  determine ;then rescan;
  end
          Procedures for project
– to initautomaticsequence ;the main routine
  resetrotation 5
  preset
  determine if :ptype = 0 [backup]
  advance
  if :ptype = 1 [btas yelobin]
  if :ptype = 2 [btas bluebin]
  determine if :ptype = 0 [backup]
  advance
  if :ptype = 1 [btas yelobin]
  if :ptype = 2 [btas bluebin]
  determine if :ptype = 0 [backup]
  advance
  if :ptype = 1 [btas yelobin]
  if :ptype = 2 [btas bluebin]
  determine
  if :ptype = 0 [backup]
  advance
  if :ptype = 1 [btas yelobin]
  if :ptype = 2 [btas bluebin]
  setupfornextuse
  end
                   Your tasks
– Be sure that you obtain the key to the laboratory
– Go to the laboratory and be sure that you know what is where
– Specifically, know what are the tools and where are they located.
– Learn what is in the library in Industrial Robotics Lab and that you
  know how to borrow and return books from Anas Al-Rabadi
– In Intelligent Robotics Lab, be sure that you know where are the
  books describing your project: Lynxmotion, Parallax, Stamp
  Documentation, PIC documentation.
       If you are in trouble, ask Mike Levy, Mikhail Pivtoraiko or Bryce Tucker, or
        any students that are there to help you.
– Learn also, on which computer there is the software that you plan to use in your
  project. Do not remove any software. Notify Bryce about the software that you
  installed
– Learn what are the materials to be used in your project: aluminum, dural, balsa,
  playwood, wood, plastics (different kinds), rubber, screws, Home Depot
  components, old kits and Goodwill items to be used.
– If you are not sure if you can re-use some item, ask Perkowski
       Never remove motors or sensors or any components from other student robots even if
        you think that they are no longer working on them

				
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posted:11/26/2011
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