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Code Base
Lab 2 - Code and Drive

Teacher Portal

Launch the Engage Section

ACTS is what the teacher will do and ASKS is how the teacher will facilitate.

  1. Facilitate a discussion about the students’ experience driving with the remote control through the challenge course in Lab1.
  2. Highlight the challenge of driving with consistency with the remote control.
  3. Discuss how coding the Code Base instead of using the remote control can make Code Base’s movements more accurate and repeatable.
  4. Introduce the leading question for the Lab.
  1. What challenges did you face when driving the Code Base with the remote control in the previous Lab?
  2. Were you able to drive in a similar way each time you completed the challenge with the remote control? Were you able to complete the course in about the same amount of time with each trial?
  3. If we wanted to make the Code Base move the same way every time, would the remote control be successful? How might coding the robot allow us to have more control and consistency?
  4. How can we use code to drive the Code Base?

Getting the Students Ready to Build

Let’s build the Code Base if it is not built already, and review our ‘Start Up’ routine. Then, we can see how to use code to drive the Code Base.

Facilitate the Build

  1. InstructInstruct students to join their group, and have them complete the Robotics Roles & Routines sheet. Use the Suggested Role Responsibilities slide in the Lab Image Slideshow as a guide for students to complete this sheet.
  2. DistributeDistribute build instructions to each group.

    Code Base
    Code Base


  3. FacilitateFacilitate the building process and a 'Start Up' routine for working with the Code Base.
    • Builders and Journalists should begin building based on their responsibilities in the Lab 2 Image Slideshow.
    • Circulate around the room to help students with building or reading instructions where needed. Ask questions about how the build is being constructed to keep all students engaged in the buildings process, and remind students to follow their Role Responsibilities if they need help taking turns.
    • If working with a pre-built Code Base, have students collect their Code Bases and Kits and walk them through a whole class check to make sure they are ready for the Lab activities, by asking questions like:
      • Is your Battery connected to the Orange Battery Port on the Brain?
      • Is the Right Motor plugged into Port 1 and the Left Motor plugged into Port 4?
      • Is the Code Base built properly and not missing any pieces? Check your build against the last step of the Build Instructions to ensure your Code Base is built correctly.
  4. OfferOffer support to groups that need assistance with the build and the 'Start Up' routine.
A VEX GO character

Teacher Troubleshooting

Facilitation Strategies

  • If using a pre-built Code Base for this Lab, have groups perform the 'Start Up' routine during the Engage section, then move on to the activity in Play.
  • Use the Get Ready...Get VEX...GO! PDF Book and Teacher’s Guide - If students are new to VEX GO, read the PDF book and use the prompts in the Teacher’s Guide (Google / .pptx / .pdf) to facilitate an introduction to building and using VEX GO before beginning the Lab activities. Students can join their groups and gather their VEX GO Kits, and follow along with the building activity within the book as you read.