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Code Base
Lab 3 - Using the LED Bumper

Teacher Portal

Launch the Engage Section

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

  1. Introduce sensors and discuss how sensors are used with a robot. 
  2. Show 'Sense-Think-Act Loop' from Lab 3 Image Slideshow.
  3. Discuss real life examples of sensors and the data they collect.
  4. Show the LED Bumper on the 'Features of the LED Bumper' slide, and explain what its two functions are. 
  5. Introduce the leading question for the Lab. 
  1. What is a sensor? How might a robot use a sensor? What kinds of data do sensors collect? A sensor is, in essence, a device that helps the robot to understand the world around it. It does this by collecting and reporting data about its environment, which can then be used in a project to make the robot make decisions, or perform certain behaviors.
  2. This sequence is often referred to as the Sense → Think → Act decision loop.
  3. An example of a robot that uses sensors is a robot vacuum. A robot vacuum has bumper sensors. It drives around the floor until it bumps and objects. When a bumper is pressed, the robot is coded to back up and change direction.
  4. In VEX GO, there are different kinds of sensors. Today we’re going to talk about the LED Bumper. It can do two things, the LED Bumper can change color and report data about whether it is pressed or not. How might we use this with our Code Base? 
  5. How can we add the LED Bumper to the Code Base to learn more about how it works?

Getting the Students Ready to Build

Let’s add the LED Bumper to the Code Base to learn more about how it works.

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.

    GO Code Base Bumper - up
    Code Base - LED Bumper Top

  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 3 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 LED Bumper attached and plugged into Port 2?
      • 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

  • You will notice that the LED Bumper Top build instructions start with a pre-built Code Base and illustrate the steps to add the LED Bumper. If you do not have pre-built Code Bases for this Lab, your student will also need to build the Code Base (also see link in Materials Needed). Allow for an extra 10 minutes for student to build the Code Base.
  • 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.