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 in Play Part 2. | 1 per group |
|
VEX GO Field Tiles |
To use as the border of the parade route. | 5 Tiles per parade route |
| For visual aids while teaching. | 1 for class to view | |
| To Access VEXcode GO. | 1 per group | |
| For students to build projects for the Code Base. | 1 per group | |
| Editable Google Doc for organizing group work and best practices for using the VEX GO Kit. | 1 per group | |
|
Pencils |
For students to fill out the Robotics Roles & Routines Checklist and to use when calculating distances. | 1 per student |
|
Paper |
For students to show their work as they calculate distances and turns. | 1 per student |
|
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 |
Engage
Begin the lab by engaging with the students.
-
Hook
How can we code our robots to travel a parade route with turns?
-
Leading Question
How can we calculate the correct number of wheel turns necessary for our robot to turn a specific number of degrees?
-
Build
Code Base 2.0 with parade float attachment
Play
Allow students to explore the concepts introduced.
Part 1
In Play Part 1, Students will have their robot make a 360 degree turn by using the distance the robot makes in one wheel turn to calculate the number of wheel turns needed to enter correct values into the input of [Spin for] blocks. If they have done this correctly, their VEXcode go project will cause the robot to turn exactly 360 degrees.
Mid-Play Break
In the Mid-Play break, students will share and explain their calculations, how well their projects worked, and the challenges they faced while working through the challenge.
Part 2
In Play Part 2, students will use what they have learned throughout the Lab to enter the correct values in a VEXcode GO project for their Code Base to precisely travel a parade route in which they drive straight for 48 inches, execute a180 degree turn and drive back to the starting point.
Share
Allow students to discuss and display their learning.
Discussion Prompts
- How did you calculate the number of wheel turns needed for the robot to turn accurately?
- How did you use the number of wheel turns to enter values into the [Spin for] block's parameters?
- What challenges did you face while working through the challenge? How did you solve them?