Engage

Launch the Engage Section

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

ACTS	ASKS
Display this formula: D=CT, which represents Distance traveled with one wheel turn (Circumference of Wheel) x Turns Share the image of the [Spin for] block (Slide 4), and take student suggestions regarding what number they think they should input into the block to make it turn 360 degrees. Someone will probably suggest that you input 360 as the parameter. Take student predictions about what will happen and enter one of the suggestions as the parameters in the project. Name the project as “Rotate 360 Degrees” and save it to the robot. Run the project for students to observe. Be sure everyone can see the robot - you may need to run it more than once, moving around the classroom. Facilitate a discussion about what they noticed when you ran the project and why they think this is the case.(the robot will only turn for a fraction of the circumference of the circle). Spin the robot by hand to demonstrate how the robot would move if completing once circle of a point turn. Draw students' attention to the robot's wheelbase to help them realize the diameter is the distance across the wheelbase, which for our Code base is 5.31 inches (135 mm). Project the point turn slide (Slide 5) to help students visualize this. Display the formula πD, and demonstrate the calculation of the circumference of one turn of the robot.	In the last Lab, when you created a project for your robot to travel the exact distance of the parade route, you discovered that distance can be determined by using this formula: Distance of parade route = Distance traveled with one wheel turn (Circumference of Wheel) x Turns Tell students that at the last minute, the parade planners have decided to add turns to the parade route, so we are going to need to create a new project in VEXcode GO, using [Spin for] blocks, and that we’ll have to input the correct numbers into the parameters of the blocks. Ask students for suggestions about what they think those parameters would be if the robot was going to turn all the way around. Let’s try inputting 360 and test it by running the project. What do you think will happen? Ask students what they noticed when they ran the project. Frame students’ observations for them by pointing out that each wheel turned for 360 degrees, but not the actual robot. We need the robot to turn the full 360 instead. Watch me spin the robot by hand and observe to see how it moves when completing a circle. We need to know the distance around this circle. Since the distance is πD, what would be the diameter of the circle? Let's use the formula and calculate the circumference.

ACTS

ASKS

Display this formula: D=CT, which represents Distance traveled with one wheel turn (Circumference of Wheel) x Turns
Share the image of the [Spin for] block (Slide 4), and take student suggestions regarding what number they think they should input into the block to make it turn 360 degrees. Someone will probably suggest that you input 360 as the parameter.
Take student predictions about what will happen and enter one of the suggestions as the parameters in the project. Name the project as “Rotate 360 Degrees” and save it to the robot. Run the project for students to observe. Be sure everyone can see the robot - you may need to run it more than once, moving around the classroom.
Facilitate a discussion about what they noticed when you ran the project and why they think this is the case.(the robot will only turn for a fraction of the circumference of the circle).
Spin the robot by hand to demonstrate how the robot would move if completing once circle of a point turn.
Draw students' attention to the robot's wheelbase to help them realize the diameter is the distance across the wheelbase, which for our Code base is 5.31 inches (135 mm). Project the point turn slide (Slide 5) to help students visualize this.
Display the formula πD, and demonstrate the calculation of the circumference of one turn of the robot.

In the last Lab, when you created a project for your robot to travel the exact distance of the parade route, you discovered that distance can be determined by using this formula: Distance of parade route = Distance traveled with one wheel turn (Circumference of Wheel) x Turns
Tell students that at the last minute, the parade planners have decided to add turns to the parade route, so we are going to need to create a new project in VEXcode GO, using [Spin for] blocks, and that we’ll have to input the correct numbers into the parameters of the blocks. Ask students for suggestions about what they think those parameters would be if the robot was going to turn all the way around.
Let’s try inputting 360 and test it by running the project. What do you think will happen?
Ask students what they noticed when they ran the project. Frame students’ observations for them by pointing out that each wheel turned for 360 degrees, but not the actual robot. We need the robot to turn the full 360 instead.
Watch me spin the robot by hand and observe to see how it moves when completing a circle. We need to know the distance around this circle.
Since the distance is πD, what would be the diameter of the circle?
Let's use the formula and calculate the circumference.

Getting the Students Ready to Build

Let’s make sure we have everything we need to find the circumference of the circle the Code Base makes in one full rotation.

If students do not have a Code Base 2.0 from the previous Lab, allow 10 - 15 minutes for students to build it prior to the Lab activities.

Facilitate the Build

InstructInstruct students that they are going to be using VEXcode GO to test to see if they have input the correct parameters in the [Spin for] blocks, after they have calculated the number of turns it takes to complete a 360 degree turn.
DistributeDistribute one pre-built Code Base 2.0, pencil and paper to each group.

Code Base 2.0
FacilitateFacilitate by making sure students have VEXcode GO open and their Code Base paired to VEXcode GO.
OfferOffer assistance to students who need help setting up and pairing VEXcode GO.

Teacher Troubleshooting

Check Your Ports - Remind students to check to make sure that their right motor is plugged into port 1, and their left motor is plugged into port 4.
Connect - all GO Brains to the VEX Classroom App before beginning the Lab to help facilitate the use of VEX GO in your classroom.
Check your Batteries - Use the VEX Classroom App or the indicator lights to check the status of the GO Batteries, and charge if necessary before the Lab.

Facilitation Strategies

Think about how your students will access VEXcode GO. Ensure that the computers or tablets that students will use have access to VEXcode GO. For more information about setting up VEXcode GO, see this Knowledge Base article.
Gather the materials each group needs before class. For this Lab, each group of two students will need a GO Kit, Build instructions, a computer or tablet to access VEXcode GO, pencil and paper.

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