In his 1980 book, Mindstorms, Seymour Papert proposes using microworlds to help children learn mathematics like mathematicians. In a microworld like LOGO that is culturally rich in math, Papert claims that learning math can be as natural as learning French in France. Although the technology at the time was adequate, LOGO faltered due to improper implementation in the classroom. A newfound political interest in inquiry and computer literacy could breathe new life into Papert's vision. In contrast with the routinized approaches to introducing aspects of programming that, arguably, limited the trajectory for the implementation of programming in schools (Papert, 1980), this report explores what can and does happen in the first few minutes using a more open, student directed, approach to programming with high school physics students. A grounded theory approach led to connections with Vygotsky's Zone of Proximal Development. / text

RTEMS is an open source real-time operating system used in embedded devices across a wide range of processor architectures. Lego Mindstorms NXT is a programmable robotics kit from Lego, which may be used as an educational tool to build a model of an~embedded system with computer-controlled electromechanical parts. The goal of the thesis is to allow development of RTEMS-based applications for Lego Mindstorms NXT platform with the aim of employing the results of the thesis as a runtime platform used in the Embedded and Real-Time Systems Course. The thesis thus identifies a suitable way of porting RTEMS to Lego NXT, provides the corresponding runtime environment and discusses basic means for deployment and debugging of RTEMS application on Lego Mindstorms NXT. Powered by TCPDF (www.tcpdf.org)

There are kinds of English teaching materials for preschool children in the market, including English alphabets teaching materials, word cards and picture cards. It makes no exceptions that the key learning method of these materials needs either parents or teachers¡¦ accompanies in order to teach Children to recognize alphabets and to pronounce tones, helping Children to learn alphabets. The research aims to assist Children to study English alphabets more effectively. The research methods consist of the following: to study through related documents in order to comprehend specialists¡¦ advises about children studies; to observe how the specialists using teaching methods to tutor children study alphabets; to realize users¡¦ requirements through interviews. Combining the three methods above, the researcher decides to use LEGO MINDSTORMS NXT robots and accessories as teaching tools which are low cost, similar to LEGO cubes in appearance, and with easy replace accessories. Associate with PC to transmit information, the researcher designs an assisting studying system that can help children to recognize and study alphabets and tones without parents or teacher¡¦s accompanying. The research intends to provide the follow-through children assisted study system developers as a reference through this research and develop methods, in order to speed the time of development.

Bc. Kamenský. M. Create a library into the system Control Web for full control NXT Mindstorms. Master's thesis. Brno, 2013. This thesis deals with making connection between the Lego Mindstorms NXT 2.0 and the Control Web system. Thesis contains description of communication between NXT brick and computer, and creation of driver into the Control Web system. There is also description of created libraries and their using in new ap-plication for Control Web system.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2016-06-02T19:28:20Z No. of bitstreams: 3 Dissertação - Ana Paula Stoppa Rabelo - 2016.pdf: 1826407 bytes, checksum: bb7d6b9894ed370280e897ae707fbe28 (MD5) Produto educacional - AnaPaula Stoppa Rabelo.pdf: 4527839 bytes, checksum: 62039fe2879f864c4ea75391fee449a8 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2016-06-02T19:29:51Z (GMT) No. of bitstreams: 3 Dissertação - Ana Paula Stoppa Rabelo - 2016.pdf: 1826407 bytes, checksum: bb7d6b9894ed370280e897ae707fbe28 (MD5) Produto educacional - AnaPaula Stoppa Rabelo.pdf: 4527839 bytes, checksum: 62039fe2879f864c4ea75391fee449a8 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-06-02T19:29:51Z (GMT). No. of bitstreams: 3 Dissertação - Ana Paula Stoppa Rabelo - 2016.pdf: 1826407 bytes, checksum: bb7d6b9894ed370280e897ae707fbe28 (MD5) Produto educacional - AnaPaula Stoppa Rabelo.pdf: 4527839 bytes, checksum: 62039fe2879f864c4ea75391fee449a8 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2016-02-05 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / Physics teaching process, as we know, faces several difficulties, including the lack of students’ motivation. The dynamic of Physics classes is restricted to presenting the subjects of the program content through problem solving and the use of mathematical language, without motivating/explaining why and/or how to use mathematics to solve the problem. Given these difficulties, the teacher should also look for ways to motivate students. That said, one of the alternatives is the employment by the teacher of diverse methods in the classes when feasible. With this in mind, this research’s main goal, a qualitative one, is implementing Educational Robotics in Physics Teaching, aiming at a meaningful learning for students of 1st stage of the Electrical, Mechanical and Chemical courses at SESI SENAI Unit in the city of Catalão. This research is based on the ideas of Ausubel (Meaningful Learning), Vergnaud (Field conceptual) and Vygotsky (social interaction). The analysis of a diagnostic exam applied to 98 students in these classes revealed that most part of them did not know about scientific knowledge of various Physics contents, such as average speed and Newton's Third Law. In this sense, it was developed and applied a didactic sequence of activities using Educational Robotics, which focus was mainly on those contents. It was noticed that during the performance of activities the use of Educational Robotics was well accepted by the students, since they participated actively and managed to understand the key physical concepts involved in the experiments. / O Ensino de Física, como se sabe, enfrenta diversas dificuldades, entre elas a falta de motivação dos alunos. A dinâmica das aulas de Física se restringe em apresentar os assuntos do conteúdo programático por meio de resoluções de problemas e do uso da linguagem matemática, sem motivar/explicar o porquê e/ou como utilizar a matemática para resolver o problema. Tendo em vista essas dificuldades, cabe também ao professor buscar meios de motivar os alunos. Sendo assim, uma das alternativas é o docente utilizar, sempre que possível, métodos diversificados em suas aulas. Pensando nisso, a presente pesquisa, do tipo qualitativa, tem como objetivo principal implementar a Robótica Educacional no Ensino de Física visando uma aprendizagem mais significativa dos alunos de 1ª etapa dos cursos de Eletrotécnica, Mecânica e Química da Unidade SESI SENAI de Catalão. Esta pesquisa fundamenta-se nas ideias de Ausubel (Aprendizagem Significativa), Vergnaud (Campo Conceitual) e Vygotsky (Interação Social). A partir da análise de uma avaliação diagnóstica aplicada aos 98 alunos, foi possível perceber que grande parte dos alunos não tinha a ideia do conhecimento científico de vários conteúdos da Física, como por exemplo, de velocidade média e da Terceira Lei de Newton. Nesse sentido, foi desenvolvida e aplicada uma sequência didática de atividades com a utilização da Robótica Educacional tendo como foco principal esses conteúdos. Percebeu-se que, durante a realização das atividades, o uso da Robótica Educacional teve uma boa aceitação pelos alunos, visto que participaram ativamente e conseguiram entender os principais conceitos físicos envolvidos nos experimentos.

This report presents a thesis done at the programme Master of Science in Engineering and Education at KTH and SU. This project aims to create a laboratory work trying to inspire students for the technical subjects (mathematics, physics, technology and computer science) and is conducted at the department IfU at RWTH University in Aachen, Germany. It is a part of the project RoboScope, developed in Germany to inspire young people to study more engineering. This laboratory work uses Lego Mindstorms and the students should work with robotics. The laboratory work is based on a theme; the students will build a robot that can complete a specific task, a rescue task in a nuclear power plant. The new parts in the laboratory work “Rescue Work” involve more interactivity, higher degree of freedom, older students and the programming is made in Java. The laboratory work uses the model of Brall. Evaluation of the laboratory work has been done together with colleagues at IfU and a group of school students. / Denna rapport redovisar ett examensarbete gjort på programmet Civilingenjör och Lärare på KTH och SU. Examensarbetets syfte är att skapa en laboration för att försöka inspirera studenter till de tekniska ämnena (matematik, fysik, teknik och datavetenskap) och är genomfört vid institutionen IfU på universitetet RWTH i Aachen, Tyskland. Den är en del av ett projekt RoboScope, drivet i Tyskland för att inspirera fler elever till att studera till ingenjörer. Denna laboration använder sig av Lego Mindstorms och studenterna arbetar med robotik. Laborationen utgår från ett tema och studenterna ska bygga en robot som kan genomföra den specifika uppgiften de blir tilldelade. Uppgiften är en räddningsaktion i ett kärnkraftverk. De nya delarna i denna laboration involverar mer interaktivitet, högre frihetsgrader, äldre elever och programmeringen genomförs i Java. Laboration använder sig av modellen av Brall. En utvärdering är gjord tillsammans med kollegor på IfU och en grupp av studenter.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2014-12-22T12:20:23Z No. of bitstreams: 1 Dissertação - Gilmar José do Nascimento - 2014.pdf: 3342644 bytes, checksum: 6d59b125cab769363607e1d9dfce31f4 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-26T13:24:20Z (GMT) No. of bitstreams: 1 Dissertação - Gilmar José do Nascimento - 2014.pdf: 3342644 bytes, checksum: 6d59b125cab769363607e1d9dfce31f4 (MD5) / Made available in DSpace on 2015-01-26T13:24:20Z (GMT). No. of bitstreams: 1 Dissertação - Gilmar José do Nascimento - 2014.pdf: 3342644 bytes, checksum: 6d59b125cab769363607e1d9dfce31f4 (MD5) Previous issue date: 2014-02-03 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This work aims to enable the understanding of physics conceptions utilizing basic foundations of mathematics. In this regard, the aim is to highlight both those the phenomena that occur in nature as the phenomena which occur in laboratory manipulations. A extensive research is made about mathematical concepts that will subsequently be applied to several types of problems, being possible understand fundamental aspects involving physical quantities. With the goal to experience the in practice applications, robotic prototypes using LEGO MINDSTORMS kits, simulating real situations of nature and confronting of the computations with classical theoretical results are built. / Este trabalho tem como objetivo principal possibilitar a compreensão de conceitos físicos utilizando fundamentos básicos de matemática. Neste sentido, pretende-se evidenciar tanto os fenômenos que ocorrem na natureza quanto os fenômenos que ocorrem em manipulações de laboratórios. No presente estudo, é possível perceber que a matemática é de fundamental importância no estudo dos fenômenos físicos. Um vasto estudo é feito acerca de conceitos matemáticos que, em seguida, serão aplicados à vários tipos de problemas, sendo possível compreender aspectos fundamentais envolvendo grandezas físicas. Com o objetivo de vivenciar as aplicações na prática, são construídos protótipos robóticos utilizando os kits LEGO MINDSTORMS, simulando situações reais da natureza e confrontando os cálculos com resultados teóricos clássicos.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-27T14:34:02Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Carlos Gomides da Costa - 2014.pdf: 5662268 bytes, checksum: 9c271f8544a1ec02f89c341d68f33801 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-28T12:36:28Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Carlos Gomides da Costa - 2014.pdf: 5662268 bytes, checksum: 9c271f8544a1ec02f89c341d68f33801 (MD5) / Made available in DSpace on 2015-01-28T12:36:28Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Carlos Gomides da Costa - 2014.pdf: 5662268 bytes, checksum: 9c271f8544a1ec02f89c341d68f33801 (MD5) Previous issue date: 2014-08-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work have as the main objective present one a different way to teach the subject matrix multiplication, a way in a ludic form, applied, that can transform the teaching more pleasureable and motivate for the high scholl students, because for many this issue has no practical applications, which for many reasons is the lack of interest in learning such content. The tool used to attract as students so as teachers was the utilization of Kit LEGO® Mindstorms NXT 2.0 for the construction of the robotic arm, or robotic manipulator, that which for this propose, has three rotational joints. The LEGO kit was choosen due its easy interaction with children and adolescents, and to encourage the construction of knowledge stimulating the solution of problems that may arise during the process of building robotic arm.The application of content takes place in obtaining the four parameters Denavit-Hartenberg and those obtained after the placement of reference systems, where three of these parameters are constants obtained by measurement at robotic arm and the fourth parameter is variable dependent on the intended movement or the final position which is to be determined. / O presente trabalho tem como principal objetivo apresentar mais uma opção de ensinar o assunto multiplicação de matrizes, de uma forma mais lúdica, aplicada, que pode tornar o ensino mais prazeroso e atrativo para alunos do ensino médio, pois para muitos esse assunto não tem aplicações práticas, o que para outros é motivo da falta de interesse em aprender tal conteúdo. A ferramenta apresentada com o intuito de atrair tanto alunos quanto professores, foi o Kit LEGO® Mindstorms NXT 2.0, que possibilitou a construção do braço robótico ou manipulador robótico, que nesse trabalho foi apresentado com três juntas do tipo rotacionais. A escolha desse Kit LEGO® é justificada pela sua facilidade de interação com crianças e adolescentes, além de estimular a construção do aprendizado pois, estimula a solução de problemas que possam aparecer durante o processo de construção do braço robótico. A aplicação do conteúdo se dá na obtenção dos quatro parâmetros de Denavit-Hartenberg que são obtidos após a colocação dos sistemas de referência, onde três desses parâmetros são definidos a partir de medições feitas no braço robótico e o quarto parâmetro é variável dependente do movimento pretendido ou a posição final que se queira determinar.

The topic of the thesis is to build physically similar systems to simulate behaviors of real-life heavy-duty vehicles using LEGO Mindstorms as hardware platform and Buckingham π theorem as theoretical basis for the parameter scaling. The thesis work includes software and hardware system design and theoretical research in order to prove a newly proposed concept: Using LEGO to build a scaled model of real-life vehicles with specific similar physical properties. To implement the work described above, scaled models were built with LEGO and a software and hardware system was developed for controlling the scaled model. Tests were performed both on real-life vehicles and scaled models. A generalized mathematical model for the vehicle was derived in order to interpret the behaviors of the vehicle in a scientific way. Then, test results of both real-life vehicles and the corresponding scaled model were compared with the mathematical model in order to investigate if they have similar behaviors. Finally it was concluded that the scaled model built with LEGO Mindstorms combined with Buckingham π theorem could calculate the speed and turning radius of the physically similar real-life vehicle with an average accuracy of 94.68% within low speed, conservatively speaking. For further investigation and research, similar research could be performed with higher speeds to generalize the conclusions and results. / Uppsatsen ämnar till att bygga ett fysiskt likvärdigt system, som simulerar beteendet av verkliga tunga fordon, med LEGO Mindstorms som hårdvaruplattform och med Buckingham П teoremet som teoretisk grund from skalning av parametrar. Arbetet inkluderar mjukvaru- och hårdvarusystemdesign samt teoretisk forskning för att kunna bevisa ett nyligen föreslaget koncept: Att använda LEGO för att bygga en skalad modell av verkliga fordon med specifika likartade fysiska egenskaper. För att implementera det ovan föreslagna arbetet, byggdes skalade modeller i LEGO samt ett kombinerat hård- och mjukvarusystem för att styra den skalade modellen. Tester utfördes på både riktiga lastbilar samt de skalade modellerna. För att kunna identifiera parametrar samt simulera och tyda fordonens beteende så adapterades en generell matematisk modell. Testresultaten för på verkliga samt motsvarande skalade modeller jämfördes med den matematiska modellen för att påvisa om beteendet är likartat. Till sist drogs slutsatsen att den skalade modellen bygg med LEGO Mindstorms och parameterskalad med hjälp av Buckingham П teoremet kunde beräkna skalningsfaktorn av hastighet samt svängradie för det fysiskt likartade fordonet med en tillförlitlighet på 94.68%, konservativt räknat. Detta gäller för låga hastigheter och som fortsatt forskning skulle en liknande studie med starkare och snabbare motorer genomföras för att generalisera slutsatserna och resultaten.

Orientador: José Marcos Lopes / Banca: Edison Righetto / Banca: Regina Litz Lamblém / Resumo: Este trabalho apresenta o resultado qualitativo de quatro atividades aplicadas no 6º ao 9º Ano do Ensino Fundamental e teve como objetivo principal elaborar, implementar e analisar uma sequência didática envolvendo robótica educacional e matemática (com enfoque aos números racionais). Essas atividades foram aplicadas em dezembro de 2014 na escola SESI de Andradina no estado de São Paulo. A escolha para o mês de dezembro foi intencional justamente para que os alunos utilizassem seus conhecimentos e habilidades adquiridos no decorrer desse ano letivo. A importância de se realizar tal temática, em conjunto, vem da necessidade crescente da utilização da tecnologia, que permeia o meio social no qual o aluno está inserido, a favor da educação e pelo fato das frações ainda serem um paradigma de difícil assimilação por parte dos alunos, de acordo com Silva (2006) e Demartini (2009). Com base na metodologia LEGO®, sintetizada em quatro verbos na ordem: contextualizar, construir, analisar e continuar, utilizamos três montagens de robôs dos fascículos da LEGO® Zoom para servir de suporte às resoluções das situações-problema desenvolvidas especificamente para a idealização deste estudo. O resultado desta pesquisa mostrou que além da diversão proporcionada, foi instigada a curiosidade dos alunos ao perpassarem por todas as quatro ações mencionadas anteriormente, pois consonante às situações-problema contextualizadas, os alunos, em grupo, assimilaram facilmente o objetivo de cada atividade / Abstract: This paper presents the qualitative result of four activities applied in the 6th to 9th grades of Elementary School and intend to design, implement and analyze a didactic sequence involving educational robotics and mathematics (with a focus on rational numbers). These activities were implemented in December 2014 in SESI school in Andradina, São Paulo state. The choice for the month of December was intended precisely so that students would use their knowledge and skills acquired during that school year. The importance of conducting this theme, together, comes the growing need of using technology that pervades the social environment in which the student is in; for education, and because the fractions are still a difficult paradigm to be assimilated by students, according to Silva (2006) and Demartini (2009). Based on LEGO® methodology, summarized in four words in order: Connect, Construct, Contemplate, and Continue, we used three assembly robots LEGO® Zoom to provide support to the resolutions of problem situations developed specifically for the idealization of this study. The research result showed that beyond that provided fun, it was instigated the curiosity of students to go through all four aforementioned actions, as consonant to problem situations contextualized, students, in group, easily assimilated the purpose of each activity / Mestre