Lab 2 - Design a Float

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Implementing VEX GO STEM Labs

STEM Labs are designed to be the online teacher’s manual for VEX GO. Like a printed teacher’s manual, the teacher-facing content of the STEM Labs provides all of the resources, materials, and information needed to be able to plan, teach, and assess with VEX GO. The Lab Image Slideshows are the student-facing companion to this material. For more detailed information about how to implement a STEM Lab in your classroom, see the Implementing VEX GO STEM Labs article.

Goals and Standards

Goals

Students will apply

• The engineering design process to design and test out their float construction.

Students will make meaning of

• The iterative nature as part of the engineering design process.

Students will be skilled at

• Using the design process.
• Testing and solving an authentic problem through trial and error.

Students will know

• How to make a design using the engineering design process.
• How to persevere and fail without giving up.

Objective(s)

Objective

1. Students will decompose the coding process for navigating the Code Base robot, with materials attached, through a particular course.
2. Students will use problem solving strategies in design challenges.
3. Students will design a parade float by adding materials to their Code Base robot that adheres to certain constraints on materials and time.

Activity

1. During Mid-Play Break, students will break down the process for attaching the float to the Code Base robot to analyze how these materials will affect the robot’s movement. In Play Part 2, students will decompose the route that the Code Base robot will travel with the parade float attached using pseudocode.
2. During Engage, students will problem solve to create the tallest tower with one sheet of paper in 5 minutes. Students will be faced to overcome failure and frustration. In the Play sections, they will have to problem solve and iterate to design and build a parade float that attaches to the Code Base.
3. During Engage, students will design their parade float using a Blueprint Worksheet in a collaborative manner. Students will adhere to constraints on time and materials by using “tokens” to limit the amount of materials they can “buy.”

Assessment

1. In Play Part 2, students will convert their pseudocode to [Comment] blocks and use this as a foundation for creating a VEXcode GO project that successfully drives the Code Base through a sample parade route.
2. During Mid-Play Break, students will brainstorm ways to solve problems that arose in Play Part 1 when attaching the parade float to the Code Base robot.
3. Students will attach their parade floats to the Code Base and drive the Code Base through a sample parade route.