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Robot Jobs
Lab 3 - Warehouse Robot

Teacher Portal

Launch the Engage Section

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

  1. Introduce the concept of turning to introduce the Lab.
  2. Ask students how they know how much they have turned.
  3. Introduce the Math concepts of measuring turns in degrees.
  4. Let students know that this will be important when working with the VEX GO robots.
  5. Explain why there are 360 degrees in a whole turn. The teacher can turn all the way around in a circle to demonstrate this point as well.
  6. Ask students to use what they know about a whole turn to calculate how many degrees are in a ½ turn. The teacher can model this turn as well. They moved halfway around the circle.
  7. Can they calculate how many degrees are in a ¼ turn?
  8. Establish that they will be focusing on 90 degree, ¼ turns today, but will need to apply their understanding of degrees of turns in Labs later on.
  1. Have you ever spun around in a tire swing? What about spinning around on an amusement park ride?
  2. How do you know how much you have turned?
  3. In Math, turns are measured in degrees. Degrees in math are units of measurement used to measure turns and angles.
  4. VEXcode GO also measures turns in degrees. We will need to know this when programming our Code Base robots.
  5. The whole turn is 360 degrees. Why is that? This is because there are 360 degrees in a circle. Since one whole turn is a full circle, it's 360 degrees.
  6. Does anyone know how many degrees make a 1/2 turn? (180)
  7. How about a ¼ turn? Yes 90 degrees.
  8. How can we make our Code Base turn? How can we control how much it turns by applying our understanding of degrees?

Getting the Students Ready to Build

Let’s code our Code Base robot to turn!

Facilitate the Build

  1. InstructInstruct students to join their group, and have them complete the Robotics Roles & Routines sheet. Use the Suggested Role Responsibilities slide in the Lab Image Slideshow as a guide for students to complete this sheet.

    They should check to make sure all materials are in good working order. This could be established as a “Start Up” routine: check the Code Base build, make sure the Battery and the device are charged, and launch VEXcode GO.

  2. DistributeDistribute pre-built Code Base robots or build instructions to each group. Journalists should gather the materials for the build if needed.

    Code Base Robot
    Code Base Robot


  3. FacilitateFacilitate the “Start Up” routine.
    • Is the Battery charged?
    • Is the Code Base built properly and not missing any pieces?
    • Are all cables connected to the correct ports on the Brain?
    • Is the device charged?
    • Launch VEXcode GO on a device.
  4. OfferOffer support to groups that need assistance in launching VEXcode GO. Remind students to check to make sure that the cables are inserted into the correct ports.

    Insert Cables Correctly
    Insert Cables Correctly


A VEX GO character

Teacher Troubleshooting

Facilitation Strategies

  • Establish a consistent “start up” practice as routine before working with VEX GO. If it is consistently implemented, students will take ownership of this routine and it will foster good practices for independent robotics activities.
  • Use the Get Ready...Get VEX...GO! PDF Book and Teacher’s Guide - If students are new to VEX GO, read the PDF book and use the prompts in the Teacher’s Guide (Google Doc/.pptx/.pdf) to facilitate an introduction to building and using VEX GO before beginning the Lab activities. Students can join their groups and gather their VEX GO Kits, and follow along with the building activity within the book as you read.