Part 1 - Step by Step
- InstructInstruct students that they are going to participate in the Mission Relocation Competition with their Hero Robots. First, they will practice for the competition by driving the Hero Robot to move the turbines to the white beam on the Field. View the video below to learn more about the game elements, driving, and scoring for the Mission Relocation Lab activities. The end of the video shows an example of how a Hero Robot could be driven to accomplish the tasks in this Lab.
As you watch this video, notice that the Hero Robot has been modified to help collect the pearl more easily. You can talk with your students about that modification, and how and why they think it was successful.
Note: You can choose how students interact with the video content. The video is embedded within the Lab 4 Image Slideshow to share easily with students. Or, you may choose to watch the video yourself and present the information to your students in class.
- ModelModel for students how to drive the Hero Robot to move the turbines to the specific white beam location on the turbines tile. The goal of this practice is to understand how to manipulate the turbines before trying to open the clam in Play Part 2.
- First, model for students how to launch VEXcode GO, connect their Brain to their device, and open the Drive tab.
Note: When you first connect your robot to your device, the Gyro built into the Brain may calibrate, causing the robot to move on its own for a moment. This is an expected behavior; do not touch the robot while it's calibrating.
- Next, model for students how to select the Motor option in Port 2, to control the arm motor on the Hero Robot.
- Model for students how to change the Drive Mode by selecting the buttons – Tank Drive, Left Arcade, Right Arcade, or Split Arcade. View the video clip below to see the movement of the joysticks as each Drive Mode is selected.
Video file- For reference, the Drive Modes correspond to the following controls:
- Tank Drive: Each joystick controls a different motor.
- Left Arcade: One joystick that controls both motors. The joystick is on the left-hand side of the screen.
- Right Arcade: One joystick that controls both motors. The joystick is on the right-hand side of the screen.
- Split Arcade: Two joysticks. One controls left and right movements and the other controls forward and reverse movements.
- For reference, the Drive Modes correspond to the following controls:
- Model for students how to raise and lower the arm motor using the green and red arrows around Port 2.
- Note: The arrows correspond to the direction the motor is spinning, not necessarily the up and down movements of the arm itself.
- Next, set the Hero Robot on the green starting Tile, and model how to drive and move the first turbine using the Drive tab, as shown in the video in the Instruct step.
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As students are practicing driving the Hero Robot to move the turbine to align with the white beam, you can use the Mission Relocation Practice Activity (Google / .docx / .pdf) to guide them through how to practice.
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If students finish the practice tasks early, and need an additional challenge, have them try one of the 'Level Up' extensions on the Mission Relocation Practice Activity.
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- First, model for students how to launch VEXcode GO, connect their Brain to their device, and open the Drive tab.
- FacilitateFacilitate turn taking and collaboration between and among teams as they are practicing driving their Hero Robots. As you circulate around the room, ask questions like:
- How are you taking turns driving on your team, so everyone has a chance to practice?
- Which turbine are you trying to move first? Why did you choose that one?
- Is there a faster way to move the turbine to the white beam? How did you choose that strategy together?
- What can you learn from each other's driving strategies to move the turbine in the most accurate way?
You may want to allow extra time and VEX GO Kit pieces for students to design and build an iteration of the forks on the Hero Robot, to help them manipulate the turbines more easily. You can use the Engineering Design Process Organizer to help students document the problem they are trying to solve, their design idea, and how successfully it accomplished their goal.
- To help students stay focused and organized, you may want to have them check in with you to share their design ideas before they begin building. This way, you can help them evaluate the feasibility of the iteration in the time and constraints of your setting. Ask questions like:
- How will this change help your robot move the turbines more easily? What problem are you having now that this iteration will solve?
- How much time do you think this will take you to build? Can you build it in the time we have in class?
- How will you test your iteration to know if it is successful? What will you look for in your next practice drive to know if it is working?
- You can offer constraints like the number of pieces, or the area of the robot that they can adapt, to help students focus on a small and specific iteration, rather than trying to do something like redesign the entire arm.
You may want to have multiple areas for practice set up around the room. While there is only one tile with turbines on the Stage 4 Field, you can offer students space to practice just lifting, pushing, and moving tiles out of the way. You can also allow students to learn how to move objects first and then move onto moving the turbines.
Facilitate conversations about driving strategy as students are practicing. You may want to allow extra time for Play Part 1, to enable all students to have enough time to get comfortable with moving the turbines, so that they can begin to think about strategy. Encourage teams to look at what others are doing around the room, so that they can learn from other teams' experiences as well.
- What have they figured out through practice that has helped them be successful?
- What helps them move the turbines in a more predictable or controlled way? Why might that be helpful in the competition?
- How long is it taking your team to move both turbines? How might this affect your choice of how to score in a competition setting? Can you change your strategy to be more successful in a competition setting?
- RemindRemind students that they should choose one small change to make to their strategy or robot design at a time as they are iterating through practice. Trying to change many things at once may make it unclear what is working well, and what is not. Being systematic about it, and documenting data about their practice driving can help them to make good data based decisions in practice and for the competition.
Remind students that even though there is one driver at a time, that driver represents the team, so all members of the team should be aware of what strategy the driver is using. Communication and compromise are important to developing a team strategy, so remind students to listen to one another and try to be flexible when it another teammate is sharing ideas. When they are offering an idea, do so in a calm and respectful tone, and clearly explain or show what you mean using the robot.
- AskAsk students about how they think actual turbines underwater are moved if needed. What mechanics would the ROV (Remotely Operated Vehicle) need to operate underwater? How would this vehicle get directions? How can we connect what our Hero Robot is doing compared to real scientists who are remotely powering vehicles underwater every day to solve authentic problems like conserving the ocean? Is there anything else you think scientists would be studying underwater with the ROV?
Mid-Play Break & Group Discussion
As soon as every group has successfully moved both turbines to the white beam on the turbines tile, come together for a brief conversation.
Now that students have practiced driving their Hero Robots to move the turbines on the Field, talk about the different driver strategies each team used to accomplish the task. Have each team share their strategies, and ask questions like:
- How did your team move the turbines? How long did it take? What was most successful for you in that path?
- What is one thing your team struggled to figure out during your practice? How can we help solve that problem together?
- What is something you saw or heard another team do that you'd like to know more about?
Then, introduce the Mission Relocation Competition:
- The goal of the competition is to score as many points as you can by moving the turbines, opening the clam and then delivering the pearl to the green tile in a one minute match.
- Each task is worth 1 point: moving a turbine, opening the clam, delivering the pearl to the tile, and ending the match with the Hero Robot on the green tile.
- Teams will apply what they learned in practice to help them score the most points they can in the competition!
Talk about how teams can use what they learned in practice to help them develop a strategy for the competition:
- In the competition, you can earn an extra point for ending the match with your Hero Robot on the green tile. How might that affect your strategy or plan?
- How will your team work together to be sure that you agree on a strategy for a match? If you disagree, how will you come to a compromise?
- How will your Hero Robot move on the Field in order to score points during a match?
- How will you open the clam based on how you lifted the temperature sensor to the volcano in Lab 3?
- Which task will you complete first based on your practice with the turbines? Will you try to open the clam first and then go onto the turbines? What will be your game strategy?
Part 2 - Step by Step
- InstructInstruct students that they are now going to participate in the Mission Relocation Competition! The goal of the competition is to score as many points as you can in a one minute match by moving the turbines, opening the clam, delivering the pearl to the green tile and ending the match with the robot on the green tile.
Use the Mission Relocation Competition Activity (Google / .docx / .pdf) as a guide for students as you engage in the competition.
- ModelModel for students how they will participate in the competition matches, and how the competition will run in the classroom.
To learn more about organizing a VEX GO Classroom Competition, see this article.
- Model how to setup the Hero Robot on the Field to begin the match.
- Share with students the match order and expectations, so that they know what they should be doing during the competition before and after their turn to drive.
- You can use this Match Order template (Google / .docx / .pdf) to show teams the order in which they will be competing. You can also use this sheet as a way to keep track of the score after each match. Try to have enough matches so that each student gets a chance to drive the robot at least once.
- Demonstrate for students how you will operate the timer, and what to look and listen for to know when to start and stop driving their robots on the Field.
- Show students where they can be seated during the competition matches. If you have practice areas or other spaces students can be in during the competition, show them these areas as well, and explain how they are to be used.
- Review expectations for how to be a respectful participant in the competition. Encourage students to cheer for one another, and to be excited about the competition – this is meant to be a fun classroom experience! Be sure that students are showing good sportsmanship before, during, and after each matches.
- Model how a match is run. Start the timer, and drive the Hero Robot on the Field to score points by completing some of the tasks in the competition. When the timer reaches one minute, stop driving. At the end of the demonstration, count the number of tasks that were completed, and total the score with students.
- If you are using a VEX GO Leaderboard, show students how the scores will be entered and displayed on the Leaderboard.
- Model how to reset the Field for the next match. The pearl should be in the middle of the clam to allow the clam to be fully shut, as shown in the image below.
- FacilitateFacilitate the classroom competition matches, and engage students in conversations about their driving and collaboration between matches. Use discussion prompts like:
- Before the start of a match:
- Which team member will be driving? Can you explain your strategy, or what you are going to try to do, in this match?
- What is one thing you are going to try to do the same as your practice or previous match? Why?
- What is one thing you are going to try to do differently than your practice or previous match? Why?
- During a match:
- Watch how the driver is controlling the speed of the robot. What do you notice?
- Watch how the driver is using the arm of the robot. What do you notice?
- Watch how the driver is opening the clam and delivering the pearl to the green Tile. What do you notice?
- After a match:
- What is something you learned from your driving that you will use in your next match?
- What is something you learned from watching another team that can help you in your match?
- Before the start of a match:
- RemindRemind students that while they are watching other matches, they should be engaging with what they see. Not only can they encourage other teams and demonstrate good sportsmanship, they can continue to learn about the competition. As they watch other matches, encourage students to compare and contrast what they see happening with what they did during their match. What is working better or worse, or is another way to achieve the same result? There are many ways to solve a challenge!
Remind students that they can highlight positive teamwork and collaboration that they see happening around them also. Offer moments for students to give shoutouts to their teammates or classmates for strategy, collaboration, and teamwork!
- AskAsk students to think about how they have grown as a teammate from the first competition to this one. What has gotten easier for them? How have they become better communicators and listeners? How will that growth help them in other places, like school, home, or an after school activity?