Engage

Launch the Engage Section

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

ACTS	ASKS
Engage students and connect to their experiences. Guide students to think about how their speed affects their ability to carry the heavy bag and connect more speed = more force. Present one of the switches from the Motorized Super Cars by holding it up. Demonstrate that they couldn’t toggle the switch half-way. It was set to one of the following: off, forward, reverse.	Ask the students if they like to run or walk up a hill. What if they have a heavy book bag? Ask why they choose to move faster or slower with your book bag? How does their speed affect the force they have running up the hill? How did this switch let you control the car? Imagine you could move the switch little-by-little forward. What might that let you control?

Now it’s time to build the Code Super Car. Groups will pair up in order to combine their Motorized Super Car to create the Code Super Car.

InstructInstruct students that they are going to pair up with another group to join their Motorized Super Cars together to build a Code Super Car.

Code Super Car Build
- Ensure each group has their own Motorized Super Car built before combining with another group.
- If students do not already have a pre-built Motorized Super Car, have each group build one first (before combining groups.) This will add approximately 10 minutes to the Lab.
DistributeDistribute build instructions and Robotics Roles & Routines sheet to each group. Use the Suggested Role Responsibilities slide in the Lab Image Slideshow as a guide for students to complete this sheet.
FacilitateFacilitate pairing up groups. Let students know that they will need very few additional pieces to complete the build. They should keep their Kits separate so as not mix pieces between Kits.
Have Group A use their Kit for the additional pieces needed. Have Group B share their Motorized Super Car only, and leave the rest of their Kit in a separate area. This will help with materials management.
- Have students use the Robotics Roles & Routines sheet to help students share the responsibilities. Encourage students to evenly distribute the central and support roles between groups.
OfferOffer suggestions to evenly distribute the roles between groups.

Teacher Troubleshooting

Make sure the Batteries are fully charged before the lab begins.
If students are having trouble with the pins, offer the Pin Tool as support.
Check in to ensure that students are properly inserting the cables to connect the Motors and Battery to the Brain. View the Using the VEX GO Motors VEX Library article for extra support if needed.

Help students share responsibilities during Play activities - Students will be using VEXcode GO to connect their Brain to their device, configure VEXcode GO for ‘Super Car’ and naming, saving and starting a simple project to make their Code Super Car drive forward in Play Part 1. In Play Part 2, they will edit their project to explore the velocity control of the Code Super Car by running multiple timed trials in Play Part 2. Encourage groups to split up responsibilities between coding and materials management for activities. Students can take turns coding and starting the projects throughout the Lab, and the goal should be for each member of the group to have a turn to use VEXcode GO during the Lab.

< Back Return to Labs Next >