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Traffic Light Guide
Contents
Build Guides 2
Curriculum Ideas 4
Sample Programming 5
Appendix A: Lesson Plan for Traffic Light 9
Page 1
Build Guides
Included with this pack:
3 x 9volt DC Lamps for use with the RCX
LEGO Brick
3 x Translucent Bricks (red, yellow and
green)
3 x Reflectors
Connecting the Lamps to the RCX Brick
Ensure that the lamps are connected as shown opposite. If they are
connected perpendicular to that shown then they will not work.
Page 2
Curriculum Ideas
Schemes of Work for ICT: Covering the QCA
Children can instantly recognise the use of traffic lights in the real world
and how they work. Using the traffic lights as an introduction to control
gives children a concrete experience to develop the basic concepts. The
lesson plan, in appendix A, can be used to introduce unit 5e.
The QCA unit 5e for ICT specifically refers to traffic lights as a model.
This kit gives that added dimension to your existing Amusement Park and
RoboTechnoogy Sets. The integrated task refers to using lights in an
advertising display. This kit supplies more bulbs and translucent coloured
bricks.
Using the Traffic Light Set as a meter
By following this simple program the RCX brick, with the three bulbs
connected, can turn into a very effective sound meter. Connect a sound
sensor to input 1 and run the program. As the noise level changes the
appropriate bulb will light up. Bulb A for less then 70 dB. Light B for less
than 85 dB but more than 70 and light C for any sound above 85 dB.
The link to Science curriculum is immediate with the pupil using ICT as a
tool.
Page 3
Sample Programming
Below are a few sample programs for traffic lights in both Pilot and
Investigator.
Traffic Light at Pilot Level
Red light (output A) switched on for 3 seconds Red light (output A) and Yellow light
(output B) switched on for 1 second
Green light (output C) The loop Yellow light (output B) switched on for 1
switched on for 3 seconds. command second
The Loop button (2 pink arrows) starts the
program all over again at step 1. i.e. the red
light on again
Page 4
Traffic Light at Inventor Level
A lamp connected to output Lamps A and B turn on for 1
A turns on for 6 seconds. second. Both lamps then turn off.
Lamp C turns on for Then Lamp B The program then jumps
6 seconds before turns on for 1 from the red arrow at
switching off. second then the end to the red
turns off. arrow at the start to
form a continuous loop.
Page 5
Pelican Crossing at Pilot Level
Green light (Output C) remains on until Amber light switches on (Output B) for
the touch sensor connected to input 1 is 2 seconds.
pressed.
Red light (Output A) switches on for 5 Amber light switches on for ½ second.
seconds.
Repeat steps 4 and 5 as
many times as you like for
the flashing effect. As
you can see, this program
went up to 11 steps.
All lights (all outputs) are switched off
for ½ second.
Page 6
Pelican Crossing at Inventor Level
A Lamp connected to output C Lamp B (yellow light Lamp A (red light comes on
(green light remains on until the comes on for 2 for 6 seconds then
button is pressed connected to seconds then switches off.
input 1 switches off.
Lamp B (yellow light) flashes 8 times for The program then jumps from the red
0.5 second. Note how the program is arrow at the end to the red arrow at the
written to make it flash (on for 0.5 then start to form a continuous loop.
off for 0.5)
Page 7
Appendix A
LESSON 1: Unit 5e
OBJECTIVES:
write a sequence to produce a recognisable event
recognise the need for precision when writing a number of procedures in one sequence of instructions
ACTIVITY:
Introducing the Activity:
Ask the children, ‘who controls the traffic lights and Pelican Crossings?’ Wait for appropriate answers but try to
draw out that a programme controls them. Does a person stand at the lights turning them from red to green? How
is it done?
On the board go through the sequence of a traffic light – use the template provided with this lesson plan. Using
this will introduce the concept of steps in a program which will help the pupils when using Pilot Level 4 (this level
programs in steps).
Explain to the class that a number of everyday devices rely on simple control features to make them operate. Some
of these devices rely on a single instruction, for example a barrier in a car park where money or a ticket will make
it operate. Other devices rely on a sequence of instructions to operate, for example a pelican crossing where a
button activates the lights then the walk signal.
Main Activities:
Ask the class to identify the devices at home and at school that operate on instructions and discuss whether they
rely on a single instruction or on a sequence.
Discuss with the children who or what makes things work ‘automatically’.
It is important to discuss why machines do some things and not people. What are the advantages and
disadvantages?
DIFFERENTIATION:
Some concrete examples may be needed for the less able.
Extending the Activity:
Children could have a class discussion on automation. Is it really a good thing allowing computers to replace
humans? Children could research different jobs.
ORGANISATION OF RESOURCES/CLASSROOM MANAGEMENT:
This is a whole class discussion activity with follow on group work for the work card. Children to feedback their
ideas on automation at the end of the group task.
PLENARY:
Is automation a good thing? Explain that computers now carry out many hazardous jobs, bomb disposal; robots in
laboratories or factories; autopilot on an aeroplane are just three examples. How do computers know what to do?
They need programming.
ADAPTING THE ACTIVITY:
If time is short then this activity could be part of the next lesson’s introduction. The danger with shortening this
session is that the class may not have a concrete understanding of automation.
Page 8
Traffic Light Support Sheet
Sequence of Traffic Lights
The key to using ROBOLAB successfully at Pilot level is the understanding of steps. This introduction to control
will give the children a concrete experience and develop their concept of computer control. At the bottom of the
page try writing out the sequence for a pelican crossing.
Outputs on the RCX Brick – Black terminals
Sequence Step No Output A Output B Ouput C Input
(Red light) (Amber light) (Green Light)
Red 1 On Off Off 10
seconds
Repeat – go back to
Red/Amber 2 On On Off 2
seconds
step one
Green 3 Off Off On 10
seconds
Amber 4 Off On Off 2
seconds
Compare the Steps above to the program written below.
Try writing out a program for a pelican crossing. Remember what starts a pelican crossing? Without this input the
light will always stay green!
Outputs on the RCX Brick – Black terminals
Sequence Step No Output A Output B Ouput C Input
(Red light) (Amber light) (Green Light)
Page 9
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