It’s time to level up your challenge! In this lesson, you'll code your VEX AIM Coding Robot to transport multiple pieces of cargo using VEXcode AIM. You’ll build on what you learned in the previous lessons to plan an effective path and code the robot based on that plan. Then you'll create a project to navigate the robot around the obstacles on the field and transport two barrels to AprilTag ID 4!
Watch the video below to learn about:
- Precision while path planning.
- Strategies for planning paths for more complex tasks.
Now that you have watched the video, capture your thoughts in your journal. Answer these questions to guide your thinking and help you prepare for a whole-class discussion:
- How is the path planning in this lesson similar to or different from the path planning you've done up to this point? Write at least two observations in your journal.
- What did you see in the video that supports your claims? Be specific in your answer.
- Are there other ways to plan or document that you can think of? Explain your idea as best you can.
- What other questions do you have about planning for a more complex task? Write at least two questions in your journal.
Now that you have watched the video, capture your thoughts in your journal. Answer these questions to guide your thinking and help you prepare for a whole-class discussion:
- How is the path planning in this lesson similar to or different from the path planning you've done up to this point? Write at least two observations in your journal.
- What did you see in the video that supports your claims? Be specific in your answer.
- Are there other ways to plan or document that you can think of? Explain your idea as best you can.
- What other questions do you have about planning for a more complex task? Write at least two questions in your journal.
After students watch the video and before practicing, come together for a whole-class discussion. Use student answers to the questions provided as the basis for discussion.
While discussing, students may share criteria for what makes a plan precise. Create a shared list of this criteria on the board so students can see and build upon each other's ideas.
Guided Practice
Now that you have watched and discussed the video, it is your turn to practice!
Step 1: Set up the field as shown below.
Step 2: Model the movements of the robot needed to complete the task using Drive mode.
- Your task is to drive the robot around the obstacles and deliver both barrels to AprilTag ID 4. Document your driving, then plan how to code that movement.
- Use this task card (Google / .docx / .pdf) to guide your practice.
- Pro Tip: Be precise with your plan. Ensure that you are paying attention to and recording the orientation of the robot, the direction of movement, and the distances for turns and movements.
Step 3: Code the robot to complete the task.
- Use your plan from Step 2 to code the robot to move around the obstacles and deliver both barrels to AprilTag ID 4.
- Use this task card (Google / .docx / .pdf) to guide your practice.
- Pro Tip: If you need additional room to document changes to your path plan, use the Path Planning Sheet.
Step 4: Use the Predict-Drive-Measure-Code process to iterate on and improve the precision of the robot's movements, as it picks up and delivers multiple objects.
- Predict
- Choose the first measurement you need to adjust. Make a group prediction about how to improve either the distance measurement or angle using this sentence stem, and record it in your journal:
- We think the distance/angle should be about ____________ millimeters/inches/degrees.
- Choose the first measurement you need to adjust. Make a group prediction about how to improve either the distance measurement or angle using this sentence stem, and record it in your journal:
- Drive
- Test your prediction by using the controller to drive your robot. Document any observations you make while driving that could help you to improve your precision.
- Measure
- Place your Robot Protractor under the robot, or use a ruler to measure the point at which the robot stopped driving.
- Code
- Use your adjusted measurement in your coding project! Run it to test. Does the adjustment you made improve improve your precision and make picking up and placing the barrels easier? If not, repeat the process and try again. Be sure to record your measurements and observations in your journal as you go.
Resources for Practice:
The articles linked here are available if you need additional support while completing the activity.
Now that you have watched and discussed the video, it is your turn to practice!
Step 1: Set up the field as shown below.
Step 2: Model the movements of the robot needed to complete the task using Drive mode.
- Your task is to drive the robot around the obstacles and deliver both barrels to AprilTag ID 4. Document your driving, then plan how to code that movement.
- Use this task card (Google / .docx / .pdf) to guide your practice.
- Pro Tip: Be precise with your plan. Ensure that you are paying attention to and recording the orientation of the robot, the direction of movement, and the distances for turns and movements.
Step 3: Code the robot to complete the task.
- Use your plan from Step 2 to code the robot to move around the obstacles and deliver both barrels to AprilTag ID 4.
- Use this task card (Google / .docx / .pdf) to guide your practice.
- Pro Tip: If you need additional room to document changes to your path plan, use the Path Planning Sheet.
Step 4: Use the Predict-Drive-Measure-Code process to iterate on and improve the precision of the robot's movements, as it picks up and delivers multiple objects.
- Predict
- Choose the first measurement you need to adjust. Make a group prediction about how to improve either the distance measurement or angle using this sentence stem, and record it in your journal:
- We think the distance/angle should be about ____________ millimeters/inches/degrees.
- Choose the first measurement you need to adjust. Make a group prediction about how to improve either the distance measurement or angle using this sentence stem, and record it in your journal:
- Drive
- Test your prediction by using the controller to drive your robot. Document any observations you make while driving that could help you to improve your precision.
- Measure
- Place your Robot Protractor under the robot, or use a ruler to measure the point at which the robot stopped driving.
- Code
- Use your adjusted measurement in your coding project! Run it to test. Does the adjustment you made improve improve your precision and make picking up and placing the barrels easier? If not, repeat the process and try again. Be sure to record your measurements and observations in your journal as you go.
Resources for Practice:
The articles linked here are available if you need additional support while completing the activity.
Foreground group work expectations at the start. To learn more about roles for collaboration in coding, view this article about pair programming. Ask questions like:
- How is your group going to get started on this activity?
- How will you make sure everyone contributes to driving and coding?
Distribute the Step 2 task card to each student (Google / .docx / .pdf). Ensure that all students are taking the time necessary to record details for their plans. Offer students the Path Planning Sheet to encourage them to use as much space as they need to record their detailed paths.
As students complete their driving practice, circulate around the room and check in with students about their learning. Ask questions like:
- What is something you're paying attention to while driving that you think will help you to code? Why is that important to you?
- Did everyone drive and document the same way? What is similar or different? How can you combine your ideas into a shared path plan?
Distribute the Step 3 task card to each student after they have met the success criteria for driving, and shared their detailed path plan with you (Google / .docx / .pdf). Students will then use their plan as the basis for building their VEXcode projects.
As students are coding the robot, circulate around the room and engage students in discussions to learn about their coding progress and understandings. Ask questions like:
- How are you using what you learned in the lesson to choose your path?
- How did you determine what parameter values to use in your coding project?
- How did your group collaborate to complete this task together?
Once students have an initial coding project that completes the task, they should move on to Step 4 and begin iterating. Students should use the Predict-Drive-Measure-Code process to help them improve one thing about their robot's movement at a time to pick up and place the barrels. To facilitate this process, ask questions like:
- How has your project changed since your original plan? Why did you make those particular changes?
- What strategies could you use if your robot consistently overshoots or undershoots its target distance? How would the Predict-Drive-Measure-Code process help you to determine this?
- What is one iteration that improved your project significantly? Why do you think it had such an impact?
- How does discussing your observations with your group improve your understanding of your robot’s movements?
Wrap-Up
Now that you have practiced, it is time to share what you learned. Answer the following questions in your journal to help you reflect on your learning and prepare for a whole-class discussion:
- What is something you learned while driving that helped you in coding? How did you document that learning?
- What is something you learned about precise planning that helped you complete the task?
- How did you collaborate with your group to determine the best plan?
Now that you have practiced, it is time to share what you learned. Answer the following questions in your journal to help you reflect on your learning and prepare for a whole-class discussion:
- What is something you learned while driving that helped you in coding? How did you document that learning?
- What is something you learned about precise planning that helped you complete the task?
- How did you collaborate with your group to determine the best plan?
Guide students to share their learning in a whole-class discussion. The questions students answered in their journal are the starting point for discussion. Ask follow-up questions to guide students to converge their thinking around shared understandings. Follow up with questions like:
- If someone asked you to explain your strategy for planning the path, what would you say?
- How did you find your angles and distances? What are some of the different ways? How did these measurements impact your path plan?
- What do you know about coding your robot now that you didn't know before practicing? What evidence do you have to support that?
Add to the shared list of VEXcode coding practices from Lesson 2, based on what students share. These artifacts should reflect the class’s current understanding of coding their robots.
Select Next > to move on to the Unit Challenge.