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

How two forces on the Steering Super Car, from two motors, allows it to turn.

Students will make meaning of

Applying data and experience to predict an object’s continued motion, change in motion, or stability.
Using basic commands to control robotic movement (forward, reverse, left, right).

Students will be skilled at

How to make predictions and then test them.
How to recognize patterns in changes of movement.

Students will know

How to predict and then test the Super Car’s change in motion with two motors.
How to use unbalanced forces to make the Super Car move.

Objective(s)

Objective

Identify how the combined forces from two motors allow the Steering Super Car to turn.
Apply basic robotic movement (forward, reverse, left, right) in order to steer the Steering Super Car.
Predict an object’s continued motion, change in motion, or stability.

Activity

Groups will pair up to combine their Motorized Super Cars together to create a Steering Super Car. They will then experiment with 9 permutations of motor movement to guide the car: forward, off, reverse for each motor.
Students will explore how balanced and unbalanced forces are used to steer their car. Groups will experiment with the Switches: turning them on in succession or in a staggered sequence. Groups should recognize that multiple forces are needed in order for the car to turn.
Students will control the Switches for the motors in order to turn and navigate around obstacles.

Assessment

Students will describe their predictions of movement (in drawing or word format), test it, and then record their observations in the 9 test trials.
Facilitate using the switches to create balanced and unbalanced forces that will cause the car to turn.
Students will anticipate and practice turning with dual motors to succeed in the Driver Test Course. Combined groups will be able to successfully navigate the obstacles in the Driver Test Course.

Connections to Standards

Showcase Standards

Next Generation Science Standards (NGSS)

NGSS 3-PS2-1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

How Standard is Achieved: Students are asked in Play Part 1 to test and record nine permutations of how both motors in their Steering Super Car will move. Investigating the nine permutations allow the students to explore how the balanced and unbalanced forces of the motors affect the movement of the Steering Super Car.

Showcase Standards

Next Generation Science Standards (NGSS)

NGSS 3-PS2-2: Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

How Standard is Achieved: Based on the testing of motor movement from Play Part 1, students will use their observations to navigate the Steering Super Car through the Driver Test course in Play Part 2.

Additional Standards

International Society for Technical Education (ISTE)

ISTE - (5) Computational Thinker - 5c: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

How Standard is Achieved: After breaking down basic car movements into 9 motor switch permutations, students will use this data to steer their car through a Driver Test Course in Play Part 2. They will analyze the permutations to better understand how they affect the car’s movement, and apply their analysis to steer their car in the intended way.

Additional Standards

International Society for Technical Education (ISTE)

ISTE - (7) Global Collaborator - 7c: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

How Standard is Achieved: Students will be working in small groups throughout the Lab to construct and test their Steering Super Car. Students will choose within their groups who will be the Builder and who will be the Journalist during the Engage section, each role having its own set of duties and responsibilities to be met.

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