9641_PrintAllL乐高

Explore

Force

Pneumatics

Cylinder

Piston

Piston rod Compress

Table of contents

1. Introduction (3)

2. What are the curriculum highlights? (8)

3. What are pneumatics? (14)

4. Principle models (23)

5. Activities

5.1 Scissor Lift (35)

5.2 Robot Hand (42)

5.3 Stamping Press (49)

5.4 Robot Arm (56)

6. Designing and making activities (63)

6.1 Dinosaur (64)

6.2 Scarecrow (67)

7. Glossary (70)

8. LEGO? Element Survey (73)

Introduction

The LEGO? Pneumatics Set from LEGO Education is a superb way to learn and prepare for the Science and Technology in the real world.

Who is it for?

The material is designed for use in key stage 3, but also has relevance in key stage 2. The teacher materials give full and complete guidance, plus explanations, and the student materials use instruction, questions and hints to ensure progress. Both you and your students will be guided through the material.

What is it for?

LEGO Education Science and Technology solutions enable students to behave as technical investigators by providing them with tools and tasks that promote scienti? c enquiry. Using our solutions, your students are encouraged to pose ‘What if ...?’ questions. They make predictions or hypothesis, test the behaviour of their models, and then record and present their ? ndings.

What is it?

The set consists of 31 elements, including pumps, cylinders and valves – many of which are unique to this product. All of the elements and the 10 building instruction booklets ? t into the bottom section of the 9632/9686 storage box.

The activity pack consists of 14 principle model activities, four main activities and two designing and making activities.

The set is designed for ease of use, easy classroom management, and lots of learning!

What’s new?

Hands-on pneumatics

The set provides an opportunity for your students to get an in-depth understanding of pneumatics through hands-on activities.

The sections ‘What are pneumatics?’ and ‘Principle models’ will guide you and your students through the basics of pneumatics.

The four main activities let your students explore pneumatic concepts at work. The activities present scienti? c and technical concepts in a motivating and exciting way that will encourage creativity and teamwork. They allow for the integration of a wide range of science, design & technology and mathematical concepts, thus supporting highly ef? cient learning.

How to use it?

Building instructions

Unique to LEGO? Education Science and Technology solutions, the Buddy Building instruction booklets are designed for two buddies, so that each buddy builds only half a model. Using separate booklets (A and B), the buddies create their own sub-assemblies then collaborate to quickly bring the two together to create a single, more sophisticated and powerful model.

What are pneumatics?

This section presents the basics of pneumatics: what it is, how it works and how it is used. The section also features a guide to the design and function of each of the elements, and includes four pages you can print out and display in your classroom. You may choose to use the section as part of your own preparation and/or hand them out to your students.

Principle models

The principle models introduce the students to the basic concepts of pneumatics and provide an opportunity to gain an understanding and knowledge of how pneumatics work. They allow the students to experiment with easy-to-build models according to the progression of the activities and building instructions. Each principle student worksheet presents a selection of words that will encourage

the students to use the correct terminology associated with pneumatics, in their investigations and explanations.

Teacher’s Notes

Every activity is carefully linked to the overall objectives of the Science, and Design & T echnology curriculum. At the start of each activity, we list the outcomes unique to that particular activity.

The outcomes that are common to all activities are listed in the section called ‘What are the curriculum highlights.’

We also list the speci? c vocabulary focus and the additional materials needed for each activity.

The Teacher’s Notes follow LEGO Education’s well-tested methodology – the 4C approach; Connect, Construct, Contemplate and Continue. This methodology enables you to naturally progress through the activities.

Connect

far to set the scene for the students.

Construct

testing and ensuring each model functions as intended.

Through investigations based on scienti? c inquiry, the material

encourages the students to discuss the speci? c technology

hand.

Each activity requires the students to predict an outcome and

? ndings together with their explanations and rationales.

A series of questions are included to further deepen the students’

This provides an opportunity for you to begin evaluating the

learning and progress of the individual student.

Continue

Ideas are provided for additional investigations that draw on the students’ previous investigations. The students will experiment

with, design additions for, or focus on a speci? c model function. Ideas are also provided for the students’ own investigations and inventions relating to real life machines and mechanisms.

Student Worksheets

The Student Worksheets guide the students through the

investigations without requiring too much assistance from you. They will predict, test, take measurements and record data, and change the models to compare and contrast ? ndings, and ? nally draw conclusions.

You can ask the students to compare their worksheets and share their ? ndings with each other for a greater understanding of the concepts they have just explored. You could also use the students’ ? ndings as an opportunity to discuss concepts, such as fair testing and variables.

At the end of each activity, the students are challenged to invent and sketch a device that applies the major concepts they have just explored. This is ideal as an extra challenge or homework project.The worksheets can help you in assessing the individual student’s level and achievement. They also form a valuable part of a student log book.

Designing and making activities

The aim of these activities is for the students to design their own solutions to different real life needs. The students learn to design and create a solution. Then they evaluate and communicate the process they used and what they focused on to meet the design criteria. Each activity builds on the knowledge, skills and understanding gained from the principle and main activities.

The Teacher’s Notes for each activity provide you with a lot of advice on how to evaluate the proposed solution.

A picture of a model solution is provided. You can use this to help if students get stuck in the design process. Note that it is not the one and only solution! You should always encourage students to design their own solutions.

How much time do I need?

The students should be able to do all of the principle activities within two 45-minute lessons.

When working with each of the main activities most students will be able to built, test, explore and have the parts put away again within 45 minutes. A double lesson is ideal for more in-depth investigations of the key learning areas.

For the Designing and making activities the students may need more time to build and explain their models.

LEGO? Education

What are the curriculum highlights?

The process of students actively building, exploring, investigating, inquiring and communicating together develops a huge range of bene? ts. Here is an overview:

Science

Carrying out practical and investigative activities; testing ideas and explanations; obtaining, recording and analysing; and evaluating scienti? c evidence and working methods.

Design & Technology

Using appropriate strategies for planning and organising activities; solving technical problems; re? ecting critically when evaluating and modifying design ideas and proposals to improve products; responding creatively to design briefs; developing own proposals and producing speci? cations for products testing prototypes for performance against a speci? cation; evaluating; and assessing quality of construction and ? nish.

Mathematics

Making accurate mathematical diagrams, graphs and constructions on paper; estimating, approximating and checking work;

recording methods, solutions and conclusions; forming convincing arguments based on ? ndings and making general statements; making connections between the current situation and outcomes, and situations and outcomes they have already encountered; communicating ? ndings effectively.

There is increasing complexity and demands placed on the student as they move through the sequence of the four main activities: Scissor Lift, Robot Hand, Stamping Press and Robot Arm.

Scissor Lift

The Scissor Lift is relatively simply to construct and involves only one switching unit. The investigation explores how the performance of the lift (in terms of pumps needed/pressure required) changes according to the weight the lift is trying to move and the height it is trying to lift the weight through. The students are required to present predictions and actual results in a table.

Robot Hand

The Robot Hand is more complex than the scissor lift to construct but still involves only one switching unit. The investigation is more demanding in that there are two variables in the object being gripped – the nature of the surface and weight. The investigation

is extended to consider the pressure needed to achieve gripping without crushing. The students do not consider numbers of pumps as a preliminary measure of pressure but are instructed to use the manometer from the outset. The students are required to present

predictions and actual results in a table.

Stamping Press

The Stamping Press is more complex than either the Scissor Lift or the Robot Hand in terms of construction and the pneumatic circuit. It requires two circuits, each with its own cylinder and switching unit. One circuit is responsible for the stamping operation, the other circuit for ejecting the item after stamping. The investigation explores the ef? ciency of

the Stamping Press in terms of the number of complete stamping cycles that can be completed starting with 2.5

bars of pressure. The students are required to present predictions and actual results graphically. The investigation

is extended to explore the speed at which the students can operate the Stamping Press.

Robot Arm

The Robot Arm is the most complex.

It has three circuits, each with its

own cylinder and switching unit.

One circuit is responsible for

turning the arm, one for raising

and lowering the arm, and one

for opening and closing the

hand. The investigation explores

the ef? ciency of the work cycle when

the robot acts in pick and place mode.

The students are required to present predictions and

actual results graphically. The investigation is extended to explore the speed and accuracy with which the arm can

be operated and whether the students can improve

the robot’s performance with practice.

Using the LEGO? Pneumatic set

to meet the requirements of

the program of study for design & technology

You can use the LEGO Pneumatic set to engage with the following key concepts for design & technology

Designing and making

? A pplying knowledge of materials and production processes to design products and produce practical solutions that are relevant and ? t for purpose.

Creativity

? M aking links between principles of good design, existing solutions and technological knowledge to develop innovative products and processes.

? R einterpreting and applying learning in new design contexts and communicating ideas in new or unexpected ways.

? E xploring and experimenting with ideas, materials, technologies and techniques.

Critical evaluation

? A nalysing existing products and solutions to inform designing and making.

? E valuating the needs of users and the context in which products are used to inform designing and making.

? E xploring the impact of ideas, design decisions and technological advances and how these provide opportunities for new design solutions.

You can use the LEGO Pneumatic set to engage with the following key processes for design & technology

? G enerate, develop, model and communicate ideas in a range of ways, using appropriate strategies

? R espond creatively to briefs, developing their own proposals and producing speci? cations for products

? A pply their knowledge and understanding of a range of materials, ingredients and technologies to design and make their products ? P lan and organise activities and then shape, form, mix, assemble and ? nish materials, components or ingredients

? S olve technical problems

? R e? ect critically when evaluating and modifying their ideas and proposals to improve products throughout their development and manufacture.

The program of study for design & technology

You can use the LEGO? Pneumatic set to meet the requirements of the following range and content for design & technology in systems and control

? T he practical application of systems and control in design proposals

? E lectrical, electronic, mechanical including pneumatic, microprocessor and computer control systems and how to use them effectively

? U sing systems and control to assemble subsystems into more complex systems

You can use the LEGO Pneumatic set to meets the following features of curriculum opportunities for design & technology ? A nalyse products to learn how they function

? U ndertake focused tasks that develop knowledge, skills and understanding in relation to design and make assignments ? E ngage in design and make assignments in different and progressively more complex contexts, including for purposes and uses beyond the classroom

? W ork individually and in teams, taking on different roles and responsibilities

? M ake links between design and technology and other subjects and areas of the curriculum.

Using the LEGO? Pneumatic set

to meet the requirements of

the program of study for science

You can use the LEGO Pneumatic set to engage with the following key concepts for science

Scienti? c thinking

? U sing scienti? c ideas and models to explain phenomena and developing them creatively to generate and test theories.

? C ritically analysing and evaluating evidence from observations and experiments

You can use the LEGO Pneumatic set to engage with the following key processes for science

Practical and enquiry skills

? U se a range of scienti? c methods and techniques to develop and test ideas and explanations

? P lan and carry out practical and investigative activities, both individually and in groups.

Critical understanding of evidence

? O btain, record and analyse data from a wide range of primary and secondary sources, including ICT sources, and use their ? ndings to provide evidence for scienti? c explanations

? E valuate scienti? c evidence and working methods.

You can use the LEGO Pneumatic set to meet the requirements

of the following range and content for science

In Energy, electricity and forces

? F orces are interactions between objects and can affect their shape and motion

In Chemical and material behaviour

? T he particle model provides explanations for the different physical properties and behaviour of matter

You can use the LEGO Pneumatic set to meets the following features of curriculum opportunities for science

? R esearch, experiment, discuss and develop arguments

? M ake links between science and other subjects and areas of

the curriculum

What are pneumatics?

What does pneumatic mean?

The English word pneumatic is based on the Greek word ‘pneumatikos’, meaning ‘coming from the wind.’ The word pneumatic now means the use of pressurized air to do work. Pneumatic machines have been used for many years. 2,000 years ago a famous Greek inventor, Hero of Alexandria, made a large variety of pneumatic machines including a pneumatic catapult. Why use pneumatics?

If you have ever been to the dentist and had your teeth drilled or polished, you might have had a close encounter with pneumatic machines, without even knowing it. Pneumatic dental instruments are often the preferred choice of dentists and they are valued for their high momentum and smooth operation.

Some of the bene? ts of using pneumatic systems are:

? P neumatic machines can be very small, light, fast, and powerful

? A ir is light and free compared to hydraulic ? uid

? Y ou can store compressed air very easily

? T hey are safe even when the air hoses or machine parts get wet

? I f a pneumatic machine is overloaded, the machine will either stop, continue compressing or the air can leak out of a pressure release valve. If there is a hose leak in hydraulic machines, ? uid will cause the surrounding area to become slippery and dangerous

? N ote that any ? uid, even air, under high pressure can potentially be dangerous!

A B

C

What are pneumatics?

How does it work?

Consider a container, such as container A. Even though it might look empty, it never is – it is full of air molecules. Air molecules are invisible, but they still have weight and mass, and exert pressure. Container A’s pressure matches the air pressure of the room it is in. Once the container is sealed (B) the molecules trapped inside exert pressure when squeezed or ‘compressed’ into a smaller area as they collide with each other and the sides of the container. It is the empty space and the elasticity of the impact between the air molecules and the container that allows for the air to be compressed. The force of the air molecules acting on a surface, such as the piston, is called pressure.

The amount of pressure the air molecules exert depends on the number of molecules and collisions that occur between the molecules and the inside surface of the container. Air molecules that are compressed contain potential energy.

If the hand and piston are removed (C), the compressed air will expand until pressure inside and outside the container is the same.

Using a controlled air? ow circuit, the force of expanding air can be converted it into kinetic energy that can power and operate a system.

Hint

For explanations of speci? c words, turn to the glossary.

Did you know?

If you want to know more about how to calculate pressure, we suggest you start with Boyle’s Law.

Inside the LEGO? pneumatic elements

Pumps, cylinders and valves are the basic components of any pneumatic system. Even though industry uses a much larger variety of components, most operations can be performed with just these three basic components.

The Pump

The pump is used to compress air. To control the air? ow inside the pump it uses a specially designed piston and a ? exible diaphragm.

On the down stroke, the pump’s piston seal becomes air tight, forcing the compressed air to bend the ? exible diaphragm allowing air to ? ow through to the outlet port.

On the return stroke the piston seal allows air to ? ow past the piston and back into the barrel

of the pump. At the same time, the ? exible diaphragm snaps back into place and stops any compressed air from ? owing back into the pump barrel.

The Cylinder

The pneumatic cylinder works by converting the force of expanding air (potential energy) into movement (kinetic energy). When air enters the cylinder, the force of the expanding air will either force the piston up or down, depending on which air port the air has entered from. All LEGO?cylinders are double-acting cylinders, which means that compressed air can enter the cylinder through two air ports.Did you know?

The smaller the cylinder the greater the pressure it needs to operate.

This is due to the smaller area of the piston. Pressure is force divided by area. As the area gets smaller, dividing

the force by the area leads to a greater value for the pressure.

The Three Position Valve

The valve receives compressed air from the pump or tank through the inlet port and directs the air ? ow through one of the two outlet ports on to other pneumatic elements or simply stops the air ? ow. The rubber valve seal has a specially designed chamber to direct air from the inlet port to one of the two outlet ports.

The outlet port that is not being used for compressed air is automatically opened, allowing air from a cylinder to escape through it to the atmosphere.

Valves controlling the direction of the compressed air

Off position

Outlet and exhaust port Outlet and exhaust port

On position On position

The Manometer

A manometer is a pressure measuring instrument. Using the manometer allows you to follow the rise or drop in air pressure created by your actions. The LEGO ? manometer gives you a pressure reading in both bar and psi.

Tubes, T Pieces and Air tank The ? exible tubes, which come in different lengths and colours, are used to transport the compressed air between the pneumatic elements. The colours help you ? nd errors, trace and describe the air ? ow. The tubes are specially designed to leak air at the connections if the pressure becomes too high.

T pieces allow air to ? ow to several tubes at the same time.The air tank is used for storing air under pressure.

Tubes Air tank T piece

Hint

The LEGO models use tubing according to the following rules:

Blue tubes are used to transport air between the pump, air tank and valve.Light grey tubes are used to transport air between the valve and bottom cylinder air port.

Black tubes are used to transport air between the valve and top cylinder air port.

The Pump

Return spring

Pump barrel

Flexible diaphragm Outlet port

Piston

乐高积木电子教案

第周第课时上课时间月日（星期）累计教案1个课题（内容）：介绍乐高积木第 1 课时 教学目标： 1、学生初步了解乐高积木，培养兴趣。 2、介绍乐高积木的有关历史。 教学重难点： 学生初步了解乐高积木，培养兴趣。 板书设计： 初识乐高积木 教学过程： 1、欣赏导入、激发兴趣： 同学们，一张白纸可以绘出美丽的世界，那一块白布可以做些什么呢？在大家看看桌上的材料后，应该可以猜出个大概了吧。请大家先来看看老师的几幅作品。展示乐高积木图片(小组传阅，部分贴在黑板上)，现在大家知道我们今天所要实践的到底是什么呢？（引出课题）今天我们所要学习的是乐高积木，它是积木的一种。同学们知道乐高积木的起源吗？ 2、介绍乐高积木的历史来源： 乐高公司创办于丹麦，至今已有85年的发展历史，追本溯源，还得从它的金字招牌LEGO说起。商标“LEGO”的使用是从1932年开始，其语来自丹麦语“LEg GOdt”，意为“play well”（玩得快乐），并且该名字首先迅速成为乐高公司在Billund地区玩具工厂生产的优质玩具的代名词。 多年来，“LEGO”图标也变化了多种形式，最新的图标是1998年制作，它是在1973年的版本基础上稍作调整而成，使之更便于在媒体上传播和识别。第一个生产地在丹麦的一所红房子中，那里就是乐高开始的地方。近日，乐高乐高官方推出的一座大型主题空间，坐落在乐高的总部所在地丹麦比隆（Billund），占地 12000 平米，离公司总部也不远，LEGO Experience Center 将于今年正式开放，目前计划中的具体时间是在九月份。(图片展示)

3、介绍乐高积木的价值： 孩子们在接受乐高积木教育课程的时候，不仅仅锻炼了动手能力，还让他们对理科知识产生了初步的认知，增强了团队协作的能力，培养了良好的思考以及实践动手能力。 教学反思: 用课件引导学生学习，随时评价学生的学习情况，可以使学生对课堂学习过程有一个较为清晰的认识，但平面静止的图片不够生动形象，对学习的指导作用稍逊于动态影像。

第五章 乐高搭建技巧

第五章搭建技巧 本章内容简介 ?固定层 ?模块最大化 ?载重结构 ?组装：底盘、模块、负载 5.1简介 前面介绍了马达与传感器，几何结构与传动装置，现在该将这些组件结合起来，搭建一些更复杂的东西。我们倡导制作机器人要有创意，所以，本书不介绍什么通用规则与风格指南，因为根本就没法介绍。本章将简要介绍一些搭建技巧，在你设计自己的机器人或机器人系统时可能会有所启发， 5.2固定层 我们在第一章中已经介绍过积木标准，水平与垂直梁之间的互锁是如何实现的，其顺序是：1根梁，2块板子，再一根梁，再2块板子…… 我们可以利用两根梁之间加一层板的方式，将两组梁叠在一起，这样就可以得到一个很简单的底盘，如图5.1所示。虽然简单，但结构非常结实。这也证明了第1章介绍用垂直梁锁定水平梁的重要性了，如果拿走4个1x6要垂直梁，结构就很容易松散掉。 图5.1 一个简单的底盘 我们不必将所有的梁都沿同一方向摆放，而将板子沿另一方向摆放。可能你需要两边都需要摆梁，如图5.2所示结构，即在中间使用了梁。

图5.2 梁与板子交叉摆放 注意： 请用黑色的销连接梁。因为黑销比灰色的销有更大摩擦力，与梁的孔配合更紧密。而灰色的锁子，适合于做可移动连接时使用，如杠杆与臂。 有时，你想用某个部件在水平梁高度内固定层，可能因为需要将板或梁嵌在水平梁上面或者下面。但垂直固定的梁可能会稍微超出水平梁结构上面或下面。此时，连接臂便显得非常有用，如图5.3所示的三个例子。 连接臂a: 两个1x5的连接板及两个标准单位的黑色锁子 连接臂b: 1个1x5的连接板及0.75标准的灰色锁子 连接臂c: 两个1x3的连接板及一端有轴的锁子 注意： 让每个乐高积木都有一个名字并不是件容易的事，一些人将连接板称为半梁，因为它只有梁的高度的一半。因此，我们选择了被大多数人接受的术语：请参考LUGNET LEGO组件表（附录A中有该网站的网址）。

1乐高积木的几何原理

尺寸和单位的表示 方形的乐高世界 垂直支撑 倾斜的乐高世界 斜支撑 水平方向的尺寸和单位的表示铰链的支撑

尺寸。乐高单位在1949年第一次被使用，是一个2??的积木块（如图1所示）。 也可以不用乐高单位来表示乐高积木的尺寸，而采用公制（米制）单位，两个突点圆心间的宽度相当于8mm，一块积木的厚度（不包括突点的高度）相当于9.6mm。能否记住这些数据并不重要——重要的是要知道它们有不同的数值，也就是说你需要两个不同的单位来标注高度和长度。它们之间的数值比就相当重要了：9.6除8得1.2（垂直方向的单位长度是水平方向的单位长度的1.2倍。这个比值很容易记住，如果换算成整数比就是6:5。在下一章节我们将会研究这一比值的关联。 图1.1一块乐高积木砖的尺寸 图1.2显示的是最小的乐高积木砖，用乐高单位来表示是1??。实际上这个乐高“立方体”根本不是立方体。 图1.2尺寸为1 1 1的乐高积木砖的比例关系 在乐高组件中，有一类积木的厚度是块状积木厚度1/3。其中最重要的组件就是“板”，这些板中大多数是矩形，少数具有特殊形状。将3块板叠在一起，它的厚度就相当于一块标准的积木块的厚度（见图1.3）。 图1.3 三块板的高度等于一块砖的高度 1.3方形的乐高世界：垂直的支撑 我们为什么要关心这些关系呢？要回答这个问题，就要追溯到70多年前，乐高TECHNIC 生产线刚刚诞生的时候。从那时起，就设计和使用乐高来搭建由水平层组成的物体：把积木砖和板恰当的组合到一起。每个孩子都会很快知道3块板的厚度等于1块砖的厚度，这也是

他们所需要知道的全部东西。但是在1977年，乐高决定以年龄更大的顾客为对象，引进一系列新的生产线：LEGO TECHNIC。它们共同的特点是带孔的1蚇的积木块，我们称之为TECHNIC积木块，或者叫作梁（图1.4）。这些孔可以让轴穿过，也可以通过销子将梁互相连接起来，这样就创造了一个完美的乐高世界。 图1.4乐高LEGO TECHNIC梁 假设你要在垂直位置装一根梁，用来支撑两层或者更多层的水平位置的梁：这里我们必须记住6：5这个比值。梁上的孔与凸点一样都以相同的间距排列，但它们与凸点是以半个凸点间距交错排列的。这样，当我们把两根梁嵌在一起，水平方向两孔的间距不等于垂直方向两孔的间距，从而，不同层面上的孔就不能与之配合。换句话说，由于6:5的尺寸关系，一根垂直的梁上的孔不能够与一叠嵌在一起的梁上的孔相配合。至少不是所有的孔都能吻合。但让我们仔细观察一下：用6的倍数（6、12、18、24、30……）来计算垂直方向的单位，并用5的倍数（5、10、15、20、25……）来统计水平方向的单位。不要数开始的积木和开始的孔，因为它们是你的参照点；你测量的就是距离这个点的长度。当你数到5个垂直单位的长度达到了30，当你数到6个水平方向单位，长度也达到了相同的数值（见图1.5）。 从中我们得到了一个定理：在叠嵌在一起的梁中，第5根梁的孔是和与之正交的垂直的梁上的孔重合的。 图1.5水平的梁与垂直的梁的配合 现在你可以用梁搭建一堵墙，然后用一根长的梁来固定它，从而实际验证这个规则。如果你把一根轴放进第一个连通的孔中，然后试图将第二根轴放进接下去的孔里，你会发现在开始的积木上加上5根梁和10根梁，交叉的梁上的孔才是连通的（见图1.6）。 这种交叉的梁的技巧是非常重要的。它可以使我们搭建出坚固的模型，垂直的梁将与之连接的两根水平梁之间的积木锁住。遗憾的是需要将6根梁搭建在一起，才能用一根横贯的梁将它们锁住。是否可以采用其它更好的方法呢？记得垂直单位有一个子单位——乐高板的高度。3块板组成一块砖，我们可以这样计算板的高度。高度以2个单位的倍数而不是6个单位（2是6的1/3）。高度的级数就变为2、4、6、8、10。5块垂直的板的高度就为10。

乐高积木搭建活动方案[1]

湖南韦哲乐咼搭建比赛方案 一、活动目标 通过乐高积木的搭建活动，培养小朋友的动手、动脑能力，训练小朋友的逻辑思维能力和语言表达能力，让孩子在科技节活动中感受科技的魅力，体会动脑动手的快乐。 二、活动主题和宣传口号 小手拼出大世界 三、活动准备 1、乐高教具 2、指导教师 3、活动的奖品和礼品 4、准备场地、布置学生到位的场地 三活动内容： 1）3-5岁组，亲子搭建比赛 a）我说你做，亲子分组进行，分年龄段进行（30） 妈妈面前放置一个已经搭建好的作品，小朋友背对着妈妈，面对模型的妈妈观察模型，并分步骤讲解给小朋友听，并把所需要的器材交给小朋友，小朋友根据妈妈的讲述和提供的器材搭建作品。搭建的小朋友不可以看作品。搭建完毕后由其他妈妈评选优胜者，5-8对一组进行比赛。 b）亲子自由搭建（30） 妈妈或者爸爸抽取一个故事，给小朋友讲故事，故事结束后，小朋友搭建出故事

里的作品或者人物，12-15个小朋友一人一张桌子，一盒积木。妈妈爸爸 可以指导小朋友搭建，但不可以动手帮忙，搭建结束，其他家长评分 c）搭咼咼（20） 游戏规则：每组2名学生,2名家长，在规定时间内看哪组搭得最高；同样 高度的，比比哪组搭得最有型。 2）6-8岁组，团队合作竞赛 a）完美复制（第一次计分20% ） 游戏规则：每组5名学生，可以按照地区分组，其中两名学生负责去看老师或者高年级学生搭建的模型，用口头表达的方式表述给组员听，另外三名组员根据对方表达的意思复制出老师的模型，看看那组复制得又快又好。 b）创新梦工厂（第三次计分50% ） 游戏规则：5个小朋友一组，老师出一个主题，未来世界或者其他，根据自己的爱好自由搭建，比比谁搭得最有创意。（组员要口述所搭建模型的含义，训练语言表达能力。） 3）9-12岁组，机器人竞赛 每两个学生一组，由机器人老师规定一个任务，小选手在2小时内完成搭建和程序，调试，以完成任务者获胜。 五、奖励 每轮比赛选出最有创意的、最符合规定的小组胜出，给予相应的奖励和奖品

乐高积木搭建活动策划方案

乐高积木搭建活动策划方案 篇一乐高积木搭建活动策划方案 活动目的： 通过本活动，扩大乐赢乐高知名度，让更多人了解乐高教育，吸引更多家长关注本公众号，增强互动。 活动安排 10.1——10.10(最多10-15)照片征集，进行海选，选最有创意小选手30名，活动期间推送图文信息，吸引家长关注，同步论坛等发送。 10.11造势，公众号后台设置入围选手投票，同步网络推广，号召家长拉票。 10-12——10-21海选拉票时间造势，公众号后台设置入围选手投票，同步网络推广，号召家长拉票。 10.22公布冠亚季军 公众号后台设置 10.23冠亚季军颁奖典礼(定在10月中旬东方广场活动)结合线下活动微信公布海选入围选手名单 10.感谢参与大回馈，赠海选入围选手试听课二堂参与选手试听课一堂，所有参与选手，均赠送乐高礼品XXXX一份。后台设置感谢卡，发送参与者。 奖品设置：

一等奖一名乐高课程一年价值：7200二等奖二名乐高课程半年价值：3600三等奖三名乐高课程三个月价值：1800 注意事项： 过程中点票可能会出现人手不够，请妥善安排 篇二乐高积木搭建活动策划方案 活动时间：20XX年8月3日 活动地点：乐高教育中心 沈阳市皇姑区宁山西路七号一门（怒江广场西侧，八十四中学对面） 报名年龄：3~9岁 好礼欢乐送：参加活动，即可获赠精美礼品。 乐高快乐积木——亲子互动比赛活动 乐高亲子游戏活动方案 活动介绍： 乐高教育已经有超过三十年的教育研发经验，成为致力于技术教育在全球推广的者。为了帮助家长更新家庭教育观念，建立和谐的家庭关系，积极进行学习型家庭的创建实践，我们精心设计了亲子互动活动和趣味比赛活动。在活动中真正把快乐带给孩子，让孩子的暑假生活在参加活动中体验新的快乐。 本次亲子互动比赛活动，将孩子们以年龄分为三组A组为三到四岁，B组为五到六岁，C组为七到九岁。 活动比赛方案

乐高基础篇：乐高搭建技巧

乐高搭建技巧 本章内容简介 ?固定层 ?模块最大化 ?载重结构 ?组装：底盘、模块、负载 5.1简介 前面介绍了马达与传感器，几何结构与传动装置，现在该将这些组件结合起来，搭建一些更复杂的东西。我们倡导制作机器人要有创意，所以，本书不介绍什么通用规则与风格指南，因为根本就没法介绍。本章将简要介绍一些搭建技巧，在你设计自己的机器人或机器人系统时可能会有所启发， 5.2固定层 我们在第一章中已经介绍过积木标准，水平与垂直梁之间的互锁是如何实现的，其顺序是：1根梁，2块板子，再一根梁，再2块板子…… 我们可以利用两根梁之间加一层板的方式，将两组梁叠在一起，这样就可以得到一个很简单的底盘，如图5.1所示。虽然简单，但结构非常结实。这也证明了第1章介绍用垂直梁锁定水平梁的重要性了，如果拿走4个1x6要垂直梁，结构就很容易松散掉。 图5.1 一个简单的底盘 我们不必将所有的梁都沿同一方向摆放，而将板子沿另一方向摆放。可能你需要两边都需要摆梁，如图5.2所示结构，即在中间使用了梁。

图5.2 梁与板子交叉摆放 注意： 请用黑色的销连接梁。因为黑销比灰色的销有更大摩擦力，与梁的孔配合更紧密。而灰色的锁子，适合于做可移动连接时使用，如杠杆与臂。 有时，你想用某个部件在水平梁高度内固定层，可能因为需要将板或梁嵌在水平梁上面或者下面。但垂直固定的梁可能会稍微超出水平梁结构上面或下面。此时，连接臂便显得非常有用，如图5.3所示的三个例子。 连接臂a: 两个1x5的连接板及两个标准单位的黑色锁子 连接臂b: 1个1x5的连接板及0.75标准的灰色锁子 连接臂c: 两个1x3的连接板及一端有轴的锁子 注意： 让每个乐高积木都有一个名字并不是件容易的事，一些人将连接板称为半梁，因为它只有梁的高度的一半。因此，我们选择了被大多数人接受的术语：请参考LUGNET LEGO组件表（附录A中有该网站的网址）。

乐高积木电子教案精选文档

乐高积木电子教案精选 文档 TTMS system office room 【TTMS16H-TTMS2A-TTMS8Q8-

第周第课时上课时间月日（星期）累计教案1个课题（内容）：介绍乐高积木第 1 课时 教学目标： 1、学生初步了解乐高积木，培养兴趣。 2、介绍乐高积木的有关历史。 教学重难点： 学生初步了解乐高积木，培养兴趣。 板书设计： 初识乐高积木 教学过程： 1、 2、欣赏导入、激发兴趣：

同学们，一张白纸可以绘出美丽的世界，那一块白布可以做些什么呢？在大家看看桌上的材料后，应该可以猜出个大概了吧。请大家先来看看老师的几幅作品。展示乐高积木图片(小组传阅，部分贴在黑板上)，现在大家知道我们今天所要实践的到底是什么呢（ 引出课题）今天我们所要学习的是乐高积木，它是积木的一种。同学们知道乐高积木的起源吗？ 2、介绍乐高积木的历史来源： 乐高公司创办于丹麦，至今已有85年的发展历史，追本溯源，还得从它的金字招牌LEGO说起。商标“LEGO”的使用是从1932年开始，其语来自丹麦语“LEg GOdt”，意为“play well”（玩得快乐），并且该名字首先迅速成为乐高公司在Billund地区玩具工厂生产的优质玩具的代名词。 多年来，“LEGO”图标也变化了多种形式，最新的图标是1998年制作，它是在1973年的版本基础上稍作调整而成，使之更便于在媒体上传播和识别。第一个生产地在丹麦的一所红房子中，那里就是乐高开始的地方。近日，乐高乐高官方推出的一座大型主题空间，坐落在乐高的总部所在地丹麦比隆（Billund），占地 12000 平米，离公司总部也不远，LEGO Experience Center 将于今年正式开放，目前计划中的具体时间是在九月份。(图片展示) 3、介绍乐高积木的价值：

(完整版)乐高积木搭建活动方案[1]

湖南韦哲乐高搭建比赛方案 一、活动目标 通过乐高积木的搭建活动，培养小朋友的动手、动脑能力，训练小朋友的逻辑思维能力和语言表达能力，让孩子在科技节活动中感受科技的魅力，体会动脑动手的快乐。 二、活动主题和宣传口号 小手拼出大世界 三、活动准备 1、乐高教具 2、指导教师 3、活动的奖品和礼品 4、准备场地、布置学生到位的场地 三活动内容： 1）3-5岁组，亲子搭建比赛 a) 我说你做，亲子分组进行，分年龄段进行（30） 妈妈面前放置一个已经搭建好的作品，小朋友背对着妈妈，面对模型的妈妈观察模型，并分步骤讲解给小朋友听，并把所需要的器材交给小朋友，小朋友根据妈妈的讲述和提供的器材搭建作品。搭建的小朋友不可以看作品。搭建完毕后由其他妈妈评选优胜者，5-8对一组进行比赛。 b) 亲子自由搭建（30） 妈妈或者爸爸抽取一个故事，给小朋友讲故事，故事结束后，小朋友搭建出故事里的作品或者人物，12-15个小朋友一人一张桌子，一盒积木。妈妈爸爸

可以指导小朋友搭建，但不可以动手帮忙，搭建结束，其他家长评分。 c）搭高高（20） 游戏规则：每组2名学生,2名家长，在规定时间内看哪组搭得最高；同样高度的，比比哪组搭得最有型。 2）6-8岁组，团队合作竞赛 a) 完美复制（第一次计分20%） 游戏规则：每组5名学生，可以按照地区分组，其中两名学生负责去看老师或者高年级学生搭建的模型，用口头表达的方式表述给组员听，另外三名组员根据对方表达的意思复制出老师的模型，看看那组复制得又快又好。 b) 创新梦工厂（第三次计分50%） 游戏规则：5个小朋友一组，老师出一个主题，未来世界或者其他，根据自己的爱好自由搭建，比比谁搭得最有创意。（组员要口述所搭建模型的含义，训练语言表达能力。） 3）9-12岁组，机器人竞赛 每两个学生一组，由机器人老师规定一个任务，小选手在2小时内完成搭建和程序，调试，以完成任务者获胜。 五、奖励 每轮比赛选出最有创意的、最符合规定的小组胜出，给予相应的奖励和奖品。

乐高机器人教程

乐高机器人教程 乐高积木的几何原理：我看到过很多同学刚刚设计机器人小车，他们首先会选择最有用的少许积木把小车搭好，兴致勃勃地编写好程序、下载，可是一松手，小车散了……但这并不影响他们的热情，他们会不停地改进，直到小车能轻松跑完全程……在这个过程中，他们已经开始根据乐高积木的各种特点，运用结构、机械原理来完善模型的结构，虽然他们并不是很清楚乐高积木的何学原理，也没有被指导过怎么做。 乐高积木为什么能够很紧密地接合在一起？能完美地实现实验仿真？这不仅在于它有两千多个各种形状的积木组件，有足够的零件让你完成你的设想，更重要的是，这些积木组件都按同一标准严格设计、生产，所有积木都是可兼容的。它依据的标准就是乐高单位，而且积木有严格的质量保持，乐高积木模具公差仅为0.000005米。怎样巧妙地利用乐高积木的特点——梁、块、板和孔之间的关系——完善你的结构，完成你独一无二的设计？ 本章包含的内容:() 尺寸和单位的表示 方形的乐高世界 垂直支撑 倾斜的乐高世界

斜支撑 水平方向的尺寸和单位的表示 铰链的支撑 1.1简介 在你进入乐高机器人世界之前，希望你能先掌握那些乐高积木中涉及的基本几何学原理。不用担心，我们并不是要对你进行复杂的方程式和三角法则的测试，仅讨论一些非常简单的概念和解释一些常用的术语，这样，在入门阶段就可以更容易地搭建出实际的模型。在本章，你将会发现乐高爱好者使用什么单位来表示尺寸，如何来表示积木的面积，如何将积木从不同的方位连接组合起来。 我们鼓励你使用手里的乐高组件对照本章的例子自己搭建一遍。把机器人套装放在手边，以便随时挑选必要的积木，不过这一章节中的例子多数都只用到一些块和板。 如果由于某种原因，这部分材料对你来说过于复杂，你不必强求自己掌握，可以跳过这一章直接进入到其它部分。在你需要的时候，你都可以回过来将这一章节当作术语表来使用。 1.2 尺寸和单位 乐高爱好者通常按顺序用3个数字表示乐高积木的尺寸：宽度、长度和厚度。使用乐高积木的一般方法是：“嵌入式“，当表示积木的尺寸时，都要考虑这种方位，不论是将积木颠倒还是在3维空间旋