LEGO NXT: Features & Limitations
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Survey of Robot Programming Languages
Survey of Robot Programming Languages Seminar Report Submitted in partial fulfilment of the requirements for the degree of Master of Technology by Anirban Basumallik Roll No : 09305008 under the guidance of Prof. Kavi Arya Department of Computer Science and Engineering Indian Institute of Technology, Bombay April 2010 Abstract At the present moment the field of Robotics is extremely varied. The nature of tasks that robots can perform are very distributed and hence controlling or programming different robots need different methods. Many vendors have tried to provide a common platform by abstracting out the differences. In this report we carry out a survey of the different Robot Programming Languages available in the market and assess their pros and cons. Finally, we come up with the needs of a desirable robotics platform that can ease the task of programmers in programming a class of robots more succinctly and effectively. 1 CONTENTS CONTENTS Contents 1 Introduction 3 1.1 Robot Programming Platform . 3 1.2 Need for a Platform . 3 2 Microsoft Robotics Developer Studio 3 2.1 DSS . 4 2.2 CCR . 5 2.3 VPL . 6 2.4 VSE . 7 2.5 Others . 8 2.6 Pros, Cons and buzz . 8 3 Player/Stage 9 3.1 Player Goals and Design . 9 3.2 Stage simulation environment . 10 3.3 Working . 11 3.4 Pros, Cons and buzz . 12 4 URBI 12 4.1 Design philosophy . 12 4.2 URBI Technology . 13 4.3 Pros, Cons and buzz . 14 5 OROCOS 15 5.1 Design philosophy . 15 5.2 Pros, Cons and buzz . -
GNU/Linux AI & Alife HOWTO
GNU/Linux AI & Alife HOWTO GNU/Linux AI & Alife HOWTO Table of Contents GNU/Linux AI & Alife HOWTO......................................................................................................................1 by John Eikenberry..................................................................................................................................1 1. Introduction..........................................................................................................................................1 2. Symbolic Systems (GOFAI)................................................................................................................1 3. Connectionism.....................................................................................................................................1 4. Evolutionary Computing......................................................................................................................1 5. Alife & Complex Systems...................................................................................................................1 6. Agents & Robotics...............................................................................................................................1 7. Statistical & Machine Learning...........................................................................................................2 8. Missing & Dead...................................................................................................................................2 1. Introduction.........................................................................................................................................2 -
Stem Education Using Lego Mindstorms®
STEM EDUCATION USING LEGO MINDSTORMS® A Guide for Volunteer Teachers TABLE OF CONTENTS Acknowledgments 3 Welcome 4 Intro to Mindstorms 5 Parts Overview 6-8 Sensors Overview 9-10 Programming Overview 11-18 Lesson Plans Overview 19-20 Lesson 0 - Intro to Robotics 21-24 Lesson 1 - Build the Bot 25-28 Lesson 2 - Perfect Square 29-34 Lesson 3 - Remote Control 35-41 Lesson 4 - Goal Scorer 42-45 Lesson 5 - Picker-Upper 46-49 Lesson 6 - Table Bot 50-53 Lesson 7 - Line Stopper 54-58 Lesson 8 - Sumo Bot 59-62 Lesson 9 - Maze Navigator 63-66 Resources 67-68 2 STEM Education Using LEGO Mindstorms®: A Guide For Volunteer Teachers. Published August 2017. ACKNOWLEDGMENTS Many thanks to the supporters and contributors, without whom this project would not have been possible. Advisors Juliana Andersen, Troop Leader Peter Antupit, Project Advisor Joanne Louie, Girl Scouts of Northern California Gold Award Committee Coordinator Renu Nanda, Executive Director, Ravenswood Education Foundation Tait Wade, Peninsula Bridge Site Director Community Volunteers Susan Cheng Riley Cohen Miles Olson Alexander Phillips Annabelle Tao Ann Wettersten The Space Cookies FRC Team 1868 The Students of Peninsula Bridge, CSUS Site In-Kind Donors Parker Family Periyannan Family Financial support Girl Scout Troop 30541 Girl Scout Troop 62868 Susan Lindquist Community Service Grant The Cohen Family STEM Education Using LEGO Mindstorms®: A Guide For Volunteer Teachers. Published August 2017. 3 WELCOME Dear Community Volunteer: This teaching guide is designed for volunteers to teach middle school students (~11-14 years old) the basics of building and programming robots using the LEGO Mindstorms® system. -
COURSE CURRICULUM Module Name Credit Units YEAR 1 Level
COURSE CURRICULUM Module Name Credit Units YEAR 1 Level 1.1 (22.5 hours per week) Career & Professional Preparation l 1.5 Computer Programming 4 Electrical Technology 4 Engineering Mathematics 1 5 Engineering Mechanics 4 Innovation Toolkit: Acquiring the Skills ^ 2 Sports & Wellness ^ 2 Level 1.2 (26 hours per week) Manufacturing Technology & Practice 4 Electronics Technology 4 Engineering Materials 4 Engineering Mathematics 2 5 Automation in a Mechatronic World 3 Communication & Contemporary Issues ^ 4 Innovation Toolkit: Applying the Skills ^ 2 Notes: ^ For more details on Interdisciplinary Studies (IS) electives, please log on to www.np.edu.sg/is/ IS Modules The School of Interdisciplinary Studies (IS) delivers a broad-based curriculum, which nurtures a new generation of professionals with multidisciplinary skills and an innovative and entrepreneurial spirit to meet the challenges of a knowledge economy. IS offers both prescribed modules and electives to challenge boundaries. Prescribed modules develop students’ competencies in core areas such as Communication, Innovation and Enterprise, Culture and Communication, and Personal Mastery and Development, while elective modules provide insights into Arts and Humanities, Business, Design, and Science and Technology. COURSE MODULES LEVEL 1.1 Career & Professional Preparation I This module helps to give students a foundational introduction to their three-year diploma course curriculum and how it prepares them for industry. It will help them to embark on their three-year course with the end in mind, through guided reflection of their personal characteristics, and producing an overall game plan for their future education and career goals. The module aims to deepen students’ commitment to the sector that the course prepares them for. -
The Journal of Shakespeare and Appropriation 11/14/19, 1'39 PM
Borrowers and Lenders: The Journal of Shakespeare and Appropriation 11/14/19, 1'39 PM ISSN 1554-6985 VOLUME XI · (/current) NUMBER 2 SPRING 2018 (/previous) EDITED BY (/about) Christy Desmet and Sujata (/archive) Iyengar CONTENTS On Gottfried Keller's A Village Romeo and Juliet and Shakespeare Adaptation in General (/783959/show) Balz Engler (pdf) (/783959/pdf) "To build or not to build": LEGO® Shakespeare™ Sarah Hatchuel and the Question of Creativity (/783948/show) (pdf) and Nathalie (/783948/pdf) Vienne-Guerrin The New Hamlet and the New Woman: A Shakespearean Mashup in 1902 (/783863/show) (pdf) Jonathan Burton (/783863/pdf) Translation and Influence: Dorothea Tieck's Translations of Shakespeare (/783932/show) (pdf) Christian Smith (/783932/pdf) Hamlet's Road from Damascus: Potent Fathers, Slain Yousef Awad and Ghosts, and Rejuvenated Sons (/783922/show) (pdf) Barkuzar Dubbati (/783922/pdf) http://borrowers.uga.edu/7168/toc Page 1 of 2 Borrowers and Lenders: The Journal of Shakespeare and Appropriation 11/14/19, 1'39 PM Vortigern in and out of the Closet (/783930/show) Jeffrey Kahan (pdf) (/783930/pdf) "Now 'mongst this flock of drunkards": Drunk Shakespeare's Polytemporal Theater (/783933/show) Jennifer Holl (pdf) (/783933/pdf) A PPROPRIATION IN PERFORMANCE Taking the Measure of One's Suppositions, One Step Regina Buccola at a Time (/783924/show) (pdf) (/783924/pdf) S HAKESPEARE APPS Review of Stratford Shakespeare Festival Behind the M. G. Aune Scenes (/783860/show) (pdf) (/783860/pdf) B OOK REVIEW Review of Nutshell, by Ian McEwan -
Annual Report 2003 LEGO Company CONTENTS
Annual Report 2003 LEGO Company CONTENTS Report 2003 . page 3 Play materials – page 3 LEGOLAND® parks – page 4 LEGO Brand Stores – page 6 The future – page 6 Organisation and leadership – page 7 Expectations for 2004 – page 9 The LEGO® brand. page 11 The LEGO universe and consumers – page 12 People and Culture . page 17 The Company’s responsibility . page 21 Accounts 2003. page 24 Risk factors – page 24 Income statement – page 25 Notes – page 29 LEGO A/S Board of Directors: Leadership Team: * Mads Øvlisen, Chairman Dominic Galvin (Brand Retail) Kjeld Kirk Kristiansen, Vice Chairman Tommy G. Jespersen (Supply Chain) Gunnar Brock Jørgen Vig Knudstorp (Corporate Affairs) Mogens Johansen Søren Torp Laursen (Americas) Lars Kann-Rasmussen Mads Nipper (Innovation and Marketing) Anders Moberg Jesper Ovesen (Corporate Finance) Henrik Poulsen (European Markets & LEGO Trading) President and CEO: Arthur Yoshinami (Asia/Pacific) Kjeld Kirk Kristiansen Mads Ryder (LEGOLAND parks) * Leadership Team after changes in early 2004 LEGO, LEGO logo, the Brick Configuration, Minifigure, DUPLO, CLIKITS logo, BIONICLE, MINDSTORMS, LEGOLAND and PLAY ON are trademarks of the LEGO Group. © 2004 The LEGO Group 2 | ANNUAL REPORT 2003 Annual Report 2003 2003 was a very disappointing year for LEGO tional toy market stagnated in 2003, whereas Company. the trendier part of the market saw progress. Net sales fell by 26 percent from DKK 11.4 bil- The intensified competition in the traditional lion in 2002 to DKK 8.4 billion. Play material toy market resulted in a loss of market share sales declined by 29 percent to DKK 7.2 bil- in most markets – partly to competitors who lion. -
Richer Connections to Robotics Through Project Personalization
Advances in Engineering Education SUMMER 2012 Richer Connections to Robotics through Project Personalization MELANIE VELTMAN VALERIE DAVIDSON and BETHANY DEYELL University of Guelph Guelph, Ontario, Canada ABSTRACT In this work, we describe youth outreach activities carried out under the Chair for Women in Science and Engineering for Ontario (CWSE-ON) program. Specifi cally, we outline our design and implementation of robotics workshops to introduce and engage middle and secondary school students in engineering and computer science. Toward the goal of increasing the participation of women in science and engineering, our workshop design incorporates strategies presented in work by Rusk et al. (2008) on broadening participation in robotics: 1. focusing on themes, not just challenges; 2. combining art and engineering; 3. encouraging story-telling; and 4. organizing exhibitions, rather than competitions (Rusk et al., 2008, page 1) We discuss three workshop themes designed to highlight creativity and provide choices to par- ticipants. Our “Wild in the Rainforest” workshops make use of the PicoCrickets robotics kits and software used and described by Rusk et al. (2008). We also present Lego Mindstorms workshops themed “So You Think Your Robot Can Dance” and “A Day at the Park”. Our workshops are presented by female role models with academic backgrounds in science and engineering. Although workshop periods are fairly short (60-90 minutes), participants learn that robots have perception, cognition, and action – and are tasked with designing and programming to highlight these abilities. We present the results of our workshops through images and videos of the teams’ creations. Workshop evalu- ation data provided by participants demonstrate that our approach results in rich connections to engineering and technology for participants of both genders. -
NXT User Guide Introduction
NXT User Guide Introduction WELCOME TO LEGO® MINDSTORMS® EDUCATION LEGO® MINDSTORMS® Education is the next generation in educational robotics, enabling students to discover Science, Technology, Engineering and Mathematics in a fun, engaging, hands-on way. By combining the power of the LEGO building system with the LEGO MINDSTORMS Education technology, teams of students can design, build, program, and test robots. Working together on guided and open-ended engineering projects, the team members develop creativity and problem-solving skills along with other important mathematics and science knowledge. Students also become more skilled in communication, organization and research, which helps prepare them for future success in higher levels of schooling and in the workplace. The next technology - now. LEGO MINDSTORMS Education features an advanced 32-bit computer- controlled NXT brick, Interactive Servo Motors, Sound, Ultrasonic and other sensors, Bluetooth communication and multiple downloading capabilities. The icon-based LEGO MINDSTORMS Education NXT Software is built on the LabVIEW™ software from National Instruments, an industry standard with applications in many engineering and research fi elds. Curriculum. Inspiration. Support. The LEGO MINDSTORMS Education website www.MINDSTORMSeducation.com is your main resource for curriculum, training, product information and support. Our partners provide a strong network of information, technical advice, and teacher support as well. Carnegie Mellon Robotics Academy is our partner for developing curriculum materials and activities. Tufts University Center for Engineering Education Outreach (CEEO) is our partner for product development, workshops and conferences. In addition, local support is provided by our trade partners. If you are interested in a competitive challenge, check our website to fi nd out more about the FIRST LEGO LEAGUE. -
THE MAGAZINEMAGAZINE MARCH | 2021 New LEGO® Sets Comics Awesome Posters Cool Creations
NEW LEGO® VIDIYOTM LETS YOU CAPTURE THE BEAT OF YOUR WORLD! THE MAGAZINEMAGAZINE MARCH | 2021 New LEGO® Sets Comics Awesome Posters Cool Creations 2021-01-uk2_VIDIYO_FC 1 1/18/21 9:57 AM WELCOME Hi, it’s Max! TO ISSUE 2! I’m just rehearsing with my garage band and my new friends, Leo and Linda. MAX COMIC WORKSHOP IS THIS LET ME JUST – WAY. WATCH OUT FOR OOF! – GET THIS THE ALLIGATOR PIT! DOOR OPEN. THANKS FOR INVITING US TO TALK UM, MAX …? ABOUT RECYCLING, YOU CAN’T BE MAX. TOO CAREFUL ABOUT PROTECTING NEW INVENTIONS. NO PROBLEM, LEO AND LINDA. COME ON DOWN TO MY WORKSHOP. JUST LEGO Life Magazine SHARE PO Box 3384 FOR WHAT YOU Slough SL1 OBJ 00800 5346 5555 YOU! THINK OF THIS ® MAGAZINE! LEGO Life Magazine LEGO Life Australia P.O. Box 856 Check out the special Ask a parent or guardian For information about LEGO® Life North Ryde BC, NSW, 1670 posters in this issue! You for their help to visit visit LEGO.com/life LEGO.comLIFESURVEY Freecall 1800 823757 will also see Max holding up today! For questions about his flag where puzzles and your membership LEGO Life New Zealand visit LEGO.com/service comics have been created B:Hive, Smales Farm just for you. Look for him Level 4 (UK/AU/NZ) 72 Taharoto Rd throughout the magazine! LEGO, the LEGO logo, the Brick and Knob configurations, the Minifigure, the FRIENDS Takapuna logo and NINJAGO are trademarks of the Auckland 0622 LEGO Group. ©¥¦¥§ The LEGO Group. All 2 rights reserved. -
MINDSTORMS EV3 User Guide
User Guide TABLE OF CONTENTS Introduction + Welcome ...................................................................................................................... 3 + How to Use This Guide .................................................................................... 4 + Help ................................................................................................................................. 5 EV3 Technology + Overview ..................................................................................................................... 6 + EV3 Brick ..................................................................................................................... 7 Overview ...................................................................................................................... 7 Installing Batteries ............................................................................................... 10 Turning On the EV3 Brick ................................................................................ 11 + EV3 Motors ................................................................................................................. 12 Large Motor ............................................................................................................... 12 Medium Motor ......................................................................................................... 12 + EV3 Sensors ............................................................................................................ -
Experiences with the LEGO Mindstorms Throughout The
Session T2F Experiences with the LEGO MindstormsTM throughout the Undergraduate Computer Science Curriculum Daniel C. Cliburn Assistant Professor of Computer Science Hanover College Hanover, Indiana 47243 [email protected] Abstract - The LEGO Mindstorms Robotics Invention the Mindstorms sections were actually less likely to declare a Systems are contemporary learning tools that have been major in computer science than those in the traditional used in a number of courses throughout the sections. The author of this paper has used the Mindstorms in undergraduate Computer Science curriculum. However, several undergraduate computer science courses with a mix of with a few exceptions, very little information is available success and failure. The purpose of this paper is to provide describing the degree to which Mindstorms projects what the author feels is missing from the literature: an improved (or hindered) the learning process in these informal discussion of the types of projects and courses for courses. This paper describes personal experiences and which the Mindstorms can be effective teaching tools, and provides practical advice for successfully incorporating those courses in which the Mindstorms should not be used. Mindstorms projects into an undergraduate computer The next section of this paper describes the efforts of science course, as well as highlighting the types of other instructors who have incorporated the Mindstorms into assignments that have not worked well. Specifically, the their courses. Following this discussion, the paper will author has incorporated Mindstorms projects into five describe the author’s own experiences with the Mindstorms in courses: Fundamental Concepts of Computer Science (a a number of classroom settings, and comment on their non-major Computer Science course), Programming I, usefulness as teaching tools in these courses. -
Environment Mapping Using the Lego Mindstorms NXT and Lejos NXJ
Environment Mapping using the Lego Mindstorms NXT and leJOS NXJ Gerardo Oliveira 1, Ricardo Silva 1, Tiago Lira 1, Luis Paulo Reis 1,2 1 FEUP – Faculdade de Engenharia da Universidade do Porto, Portugal 2 LIACC – Laboratório de Inteligência Artificial e Ciência de Computadores da Universidade do Porto, Portugal Rua Dr. Roberto Frias, s/n 4200-465 Porto, Portugal {ei04106, ei03087, ei04085, lpreis}@fe.up.pt Abstract. This paper presents a project of simultaneous localization and mapping (SLAM) of an indoor environment focusing on the use of autonomous mobile robotics. The developed work was implemented using the Lego Mindstorms NXT platform and leJOS NXJ as the programming language. The NXJ consists of an open source project which uses a tiny Java Virtual Machine (JVM) and provides a very powerful API as well the necessary tools to upload code to the NXT brick. In addition, the leJOS NXJ enables efficient programming and easiness of communication due to its support of Bluetooth technology. Thus, exploiting the mobile robotics platform flexibility plus the programming language potential, our goals were successfully achieved by implementing a simple subsumption architecture and using a trigonometry based approach, in order to obtain a mapped representation of the robot's environment. Keywords: Lego Mindstorms, NXT, leJOS, NXJ, Java, Robotics, Mapping, Subsumption Architecture, Behavior-Based, Client-Server. 1 Introduction One of the major problems in the field of robotics is known as SLAM (Simultaneous Localization and Mapping) [3], consisting of a technique used by robots and autonomous vehicles to build up a map within an unknown environment while at the same time keeping track of their current position.