Before You Begin
Essential Question: How can understanding the way robots move help us become better coders?
Unit Understandings:
- How to determine the angle at which you want the robot to move.
- How to use VEXcode AIM to code the robot to move at a certain angle for a certain distance.
- How to plan a sequence of blocks in a project before coding in VEXcode to make the process easier.
- How to find and fix bugs in a project.
- How to collaborate successfully when coding a project.
Standards Alignment
Computer Science Teachers Association (CSTA)
- 1B-CS-02: Model how computer hardware and software work together as a system to accomplish tasks.
- 1B-DA-07: Use data to highlight or propose cause-and-effect relationships, predict outcomes, or communicate an idea.
- 1B-AP-08: Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
- 1B-AP-10: Create programs that include sequences, events, loops and conditionals.
- 1B-AP-11: Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
- 1B-AP-15: Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
- 2-AP-15: Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
- 2-AP-19: Document programs in order to make them easier to follow, test and debug.
- 3A-AP-22: Design and develop computational artifacts working in team roles using collaborative tools.
Materials Needed (per group):
- VEX AIM Coding Robot
- One Stick Controller
- 3 orange barrels
- 3 blue barrels
- AprilTag ID 0 and 1
- AIM Field (4 tiles and 8 walls)
- VEXcode AIM
- A computer
- Robot Protractor (per student)
- Journal (per student)
Suggested Time for this Unit: 6-7 Sessions
While pacing will vary classroom to classroom, suggested timing can help you plan effectively. A ‘session’ is considered approximately 45-50 minutes. You know your students best, so adjust timing as needed to best meet the needs of your students in your setting.
- Introduction: 1 session
- Lesson 1: 1 session
- Lesson 2: 1 session
- Lesson 3: 1 session
- Unit Challenge: 2-3 sessions
Now that you have begun to code your robot to move in VEXcode AIM, you are ready for new challenges! In this unit, you will add to your skills by learning to code the robot to move at any angle, for a specific distance. By the end of the unit, you will create your own slalom course and code your robot to navigate it as precisely and quickly as possible.
Watch the video below to learn about the challenge. In this challenge, you will create a slalom course, and then code your robot to navigate through it as quickly as possible. Your robot must travel through all slalom gates and finish by passing through the AprilTag gates.
After you have watched the video, you will have a class discussion about it. Record your answers to the following questions in your journal, so you are ready to share during discussion:
- How do you think you can code the robot to move at the kinds of angles you saw in the video?
- What questions come to mind about how to code the robot to move at angles?
- Would moving at different angles change how you solved challenges in earlier units? Explain why or why not.
- What skills and understandings will you need to develop to complete the challenge?
After you have watched the video, you will have a class discussion about it. Record your answers to the following questions in your journal, so you are ready to share during discussion:
- How do you think you can code the robot to move at the kinds of angles you saw in the video?
- What questions come to mind about how to code the robot to move at angles?
- Would moving at different angles change how you solved challenges in earlier units? Explain why or why not.
- What skills and understandings will you need to develop to complete the challenge?
After students have watched the video, facilitate a whole class discussion to elicit students' observations and prepare them for co-creating learning targets for the unit.
- Ask students to share their observations and ideas based on the video, encouraging them to back them up with evidence from the video. Use prompts such as:
- What did you see in the video that makes you think that?
- As students share their questions and ideas, help students frame their wonderings as productive scientific questions, ensuring each of the Unit Understandings for this unit are included.
- Guide students to consider the skills and understandings they might need to complete the challenge, as they will use these as they co-create learning targets.
Next, help students to make a real-world connection to the content in this unit and to engage prior knowledge using the following prompt:
- What are some examples of robots that may use angles to optimize their movements?
- In a city, they might observe autonomous vehicles making precise turns.
- In a rural area, they might notice drones spraying crops at specific angles.
- In a warehouse, they might see robots optimizing their paths between shelves.
Co-Creating Learning Targets
Now that you have watched the video, you know that you will be coding the robot to move at angles to drive through a slalom course. Think about what you’ll need to know and be able to do to accomplish this. You will co-create learning targets with your group and your teacher so that you have a shared understanding of your learning goals for this unit.
Record your learning targets in your journal. You will return to these learning targets later in the unit to reflect on your progress and plan for future learning.
Now that you have watched the video, you know that you will be coding the robot to move at angles to drive through a slalom course. Think about what you’ll need to know and be able to do to accomplish this. You will co-create learning targets with your group and your teacher so that you have a shared understanding of your learning goals for this unit.
Record your learning targets in your journal. You will return to these learning targets later in the unit to reflect on your progress and plan for future learning.
Guide students as a whole class through the process of co-creating learning targets.
- Brainstorm with students what they will need to know to complete the activities shown in the video above. Frame these as “I can” statements.
- Example “I can” statements for this unit include:
- I can use VEXcode AIM to code my robot to move at any angle for a specific distance.
- I can debug my project to ensure the robot behaves as intended.
- Example “I can” statements for this unit include:
- Co-create learning targets based on that list.
For more guidance on co-creating learning targets with your students, see this VEX Library Article. Learn more about co-creating learning targets with your students with this lesson from a VEX PD+ Masterclass.
Select Next > to get started coding your robot to move at angles.