At first, the programming is very daunting. I decided to show the group the video from the Robolab CD-ROM. This provided a good explanation of the functions of the RCX brick. As we had already built the bumper car we skipped over Pilot Levels One and Two, going straight on to Three.

Following discussion and explanation from me, the group soon got to grips with the symbols. I decided to set the group very small programming tasks initially, to get them used to it. I also had to remind the group to send the information from the computer to the RCX brick after each change of program.

When building buggies or cars, the motors need to turn in opposite directions in the program if they are turn in the same direction on the car. This is due to the opposite way in which the motors are mounted on the brick. The girls took a while to understand this, but then were able to program the bumper car to go forwards and backwards.

Now it was time to try and program the car to use the sensors in order to determine the direction it went. This is where the problems and frustration really started. The girls built a 50cm wall around the bumper car. They programmed the car to go forwards until the sensor was touched and then turn for a second and go forwards once more. They used the loop facility on the program to repeat this over and over.

The bumper car went forward as intended, but when it bumped into the wall the car kept trying to go forwards. This led to a lot of discussion about why it hadn't worked. Perhaps their program was wrong? Maybe it's not moving fast enough?

After a lot of discussion we realised that there was nothing wrong with the programming: it was a problem with the model. The force with which the car was hitting the wall with was not great enough to depress the sensor fully. We tried speeding up the car to full speed, giving a longer run up, all to no avail. In the end we changed the model slightly so that the sensor was more prominent. This worked and the girls were elated, but not for long.

The next problem was in turning the bumper car. In order to do this, you need to make the motors turn at different speeds for a set amount of time. Our program did not allow the car turn for long enough before moving forward. It needed to turn at least 90 degrees or the square shaped car would become lodged up against the wall. This problem could only be solved by trial and error. We finally got there after an hour. This left the girls feeling very frustrated and took up a great deal of time, which we all know is precious in the primary classroom.

Despite our frustrations we did manage to build the other three models during the term. As the models got more complicated so did the programming that was required to move them. The children thoroughly enjoyed the challenge and invented their own sequences using Pilot Level 3. They also started challenging each other to do various tasks with the programming.

The Tour Bus

Using the light sensor

Evaluation
The Amusement Park kit is an excellent resource to have in the classroom although there are many things to take into consideration before purchasing the kit. Firstly for any school there is the cost. However you can supplement this kit with other Lego pieces which most schools have already. Secondly there is a real need for adult intervention during group work, especially when introducing the equipment, and this can be problematic as many teachers do not have classroom assistants. Time and space is another issue. Many of the activities outlined in the Amusement Park kit require a great deal of time and floor space. However you may choose to design your own simple models and tasks to suit the age range you are teaching. It can be distracting for other children having a group working with Lego whilst the rest of the class focus on other activities. The ideal is to take a group out of the class.

Pupils are challenged in all kinds of ways and in all areas of the curriculum. There is a very steep learning curve for both teachers and pupils involved in using this equipment. There is also a great deal to be gained in discussion and problem solving. The teaching materials can be helpful as a starting point, but once you have gained confidence you may come up with all kinds of ideas and activities to suit your particular class. More confident and able pupils could begin designing their own programs without the help of the pilot levels.

There are also gender/equal opportunity issues when dealing with this kit but they can be overcome early on. Traditionally many girls see Lego as a boys' activity and so tend to shy away and let the boys take over during mixed group work. I let the girls in my class use the kit first so that it didn't have a male association. This didn't deter the boys at all who were just as keen to have a go as the girls. I think it is a good idea to put girls and boys in separate groups initially so that the those who are less familiar with using Lego can find their feet and not be afraid to have a go. As children become more competent at building models the groups can be changed.