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Summary

Materials Needed

The following is a list of all the materials that are needed to complete the VEX GO Lab. These materials include student facing materials as well as teacher facilitation materials. It is recommended that you assign two students to each VEX GO Kit.

In some Labs, links to teaching resources in a slideshow format have been included. These slides can help provide context and inspiration for your students. Teachers will be guided in how to implement the slides with suggestions throughout the lab. All slides are editable, and can be projected for students or used as a teacher resource. To edit the Google Slides, make a copy into your personal Drive and edit as needed.

Other editable documents have been included to assist in implementing the Labs in a small group format. Print the worksheets as is or copy and edit those documents to suit the needs of your classroom. Example Data Collection sheet setups have been included for certain experiments as well as the original blank copy. While they offer suggestions for setup, these documents are all editable to best suit your classroom and the needs of your students.

Materials Purpose Recommendation

Code Base 2.0 Build Instructions (3D) or Code Base 2.0 Build Instructions (PDF)

 To build the Code Base 2.0. 1 per group

Pre-built Code Base 2.0 from previous Lab

 For demonstration purposes. This can also be used for Lab activities. 1 per group

VEX GO Kit

 To build the Code Base. Groups will also use a Blue Standoff to measure distance in Play section. 1 per group

VEX GO Field Tiles 

 To use as the border of the parade route. 5 Tiles per parade route

Lab 4 Image Slideshow Google / .pptx / .pdf

 For visual aids while teaching. 1 for class to view

Tablet or Computer

To access VEXcode GO.

 1 per group

VEXcode GO

 For students to build projects for the Code Base. 1 per group

Robotics Roles & Routines Google / .docx / .pdf

Editable Google Doc for organizing group work and best practices for using the VEX GO Kit. 1 per group

Printable VEX GO Ruler (or other ruler)

 To measure distances in Play activities. 1 per group

Pencils

 For students to fill out the Robotics Roles & Routines checklist and to calculate distances. 1 per student

Paper

 For students to show their work as they calculate distances. 1 per student

Pin Tool

 To help remove pins or pry beams apart. 1 per group

Practice Measuring VEX GO Activity (optional) Google / .docx / .pdf

For extra practice with measuring and using rulers correctly. 1 per group as needed

Wheel Turns VEX GO Activity (optional) Google / .docx / .pdf

 For extra practice calculating using wheel turns. 1 per group as needed

Code Base float attachment - from previous Labs.

 To add decorations the Code Base for the parade. 1 per group

Engage

Begin the lab by engaging with the students.

  1. Hook

    We’ve built our parade floats, and now it is time to show them off in a parade! How can we code our robot to travel the exact distance of the parade route?

  2. Leading Question

    How far do we need to travel in wheel turns?

  3. Build Code Base 2.0 with parade float attachment

Play

Allow students to explore the concepts introduced.

Part 1

Students will first determine the distance that the robot travels with one turn of the wheel. Then, they will use that information to determine the number of wheel turns needed for the robot to travel the length of the parade route in order to input the correct values into the blocks in their VEXcode GO projects.

Play Part 1 is an open-ended exploration where the students' experience of measuring the distance of one wheel turn in combination with teacher feedback and questioning should prompt students to realize they can use this information to determine the number of wheel turns in the entire parade route.

Mid-Play Break

Students will explain how they measured and calculated distances for their robot to complete the parade route, sharing their methods and solutions. Through discussion, the teacher will ensure students are able to derive the number of wheel turns needed to drive the length of the parade route effectively.

Part 2

Students will test their solutions by applying them in a VEXcode GO project that uses these values to set the parameters for individual motor blocks. Students will run their projects and have their robot participate in a class parade.

Share

Allow students to discuss and display their learning.

Discussion Prompts

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