Engage

Launch the Engage Section

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

ACTS	ASKS
Hold up a marker for the class, and demonstrate each sense as you ask the class. Take the cap off to smell it, hold it to your ear to listen to it, look at it up close and far away, etc. Guide students to the idea of using their five senses. Have students share their ideas about whether or not they think the robot can “sense” and why they feel that way. Hold up the 123 Robot and show students the Eye Sensor on the front. You may want to pass the robot around so students can see the Eye Sensor for themselves. Have students share their ideas about what might be an obstacle on the surface of Mars. Make a list of “Obstacles” on the board, as students name things. Show students the demonstration set up, and have them move to that area if needed.	If we didn’t know what this thing was, how could we figure it out? What do we see? What does it smell like? What does it feel like? Does it make a sound? What are we using to figure this out? What do see, hear, touch, taste, and smell all have in common? We use our senses to learn about the things around us. Do you think our 123 Robot can sense things too? Why or why not? Guess what, robots CAN sense things - using sensors. Our 123 Robot has an Eye Sensor. What do you think that Eye Sensor might do to help the robot learn about what is around it? If our robot was in a new place, like Mars, could the Eye Sensor help it there? Imagine a rover is trying to land on Mars. What would the Eye Sensor on the 123 Robot need to look for, or detect, to help the rover land safely? What obstacles might be in the way? How do you think we can code our 123 Robot to detect obstacles, so it can help the rover land safely on Mars? Let’s find out together!

ACTS

ASKS

Hold up a marker for the class, and demonstrate each sense as you ask the class. Take the cap off to smell it, hold it to your ear to listen to it, look at it up close and far away, etc.
Guide students to the idea of using their five senses.
Have students share their ideas about whether or not they think the robot can “sense” and why they feel that way.
Hold up the 123 Robot and show students the Eye Sensor on the front. You may want to pass the robot around so students can see the Eye Sensor for themselves.
Have students share their ideas about what might be an obstacle on the surface of Mars. Make a list of “Obstacles” on the board, as students name things.
Show students the demonstration set up, and have them move to that area if needed.

If we didn’t know what this thing was, how could we figure it out? What do we see? What does it smell like? What does it feel like? Does it make a sound?
What are we using to figure this out? What do see, hear, touch, taste, and smell all have in common?
We use our senses to learn about the things around us. Do you think our 123 Robot can sense things too? Why or why not?
Guess what, robots CAN sense things - using sensors. Our 123 Robot has an Eye Sensor. What do you think that Eye Sensor might do to help the robot learn about what is around it? If our robot was in a new place, like Mars, could the Eye Sensor help it there?
Imagine a rover is trying to land on Mars. What would the Eye Sensor on the 123 Robot need to look for, or detect, to help the rover land safely? What obstacles might be in the way?
How do you think we can code our 123 Robot to detect obstacles, so it can help the rover land safely on Mars? Let’s find out together!

Engage

InstructInstruct students that they are going to help the teacher build and test a VEXcode 123 project, to make the Eye Sensor on the 123 Robot detect an obstacle in the Mars landing area. To do this, they will use the [Drive until] block.

[Drive until] block
DistributeDistribute one 123 Robot, a computer or tablet to access VEXcode 123, and a 123 Field with the starting location marked, and the obstacle in place, for the demonstration. Use a light or white-colored paper or object for the "obstacle." The Eye Sensor uses infrared light to detect objects, and since dark-colored objects absorb infrared light, it is difficult for the Eye Sensor to detect them. Students will collect their 123 Robots and devices after the demonstration is complete.

123 Field setup
- Wake the 123 Robot, as shown in the animation below, and place it on the starting location, facing the obstacle, on the 123 Field. Note that this animation includes sound.
  
  Video file
- Connect the 123 Robot to the computer or tablet. For support in connecting your 123 Robot to your computer or tablet, see the device-specific articles in this section of the VEX Library.
FacilitateFacilitate building and testing the project with students, using VEXcode 123.
Drag the [Drive until] block into the Workspace, and attach it to the {When started} block.

Add [Drive until] Block
- Start the project, and have students observe the behavior of the 123 Robot. View the animation below to see the robot drive until it reaches the obstacle once the project is started.
  
  Video file
- As you test the project, ask questions about how the Eye Sensor is working in this situation. How do you think the Eye Sensor can detect the obstacle? What if we moved the 123 Robot, what do you think would happen?
- Restart the project several times, and move the 123 Robot to different locations, closer or further from the obstacle, or not in the path of the obstacle. Be sure to point out that the Eye Sensor needs to face the obstacles in order to successfully detect them.
OfferOffer positive reinforcement for students’ observation, listening, and self-regulation throughout the demonstration.

Teacher Troubleshooting

If you’re having trouble detecting an obstacle - Try using light-colored paper or objects as the obstacles. The Eye Sensor uses infrared light to detect objects, and since dark-colored objects absorb infrared light, it makes it very difficult for the Eye Sensor to detect them.
Make sure that students reset the obstacles - After each group tests their project on the 123 Field, make sure that they put the obstacles back in place for the next group. You can mark the locations of the obstacles with a dry erase marker on the Field, to make this process easier.

Facilitation Strategies

Take Turns - Throughout the Lab, students should take turns in their groups. Suggestions for facilitating this include:
- Alternate between building the code in VEXcode 123 and placing the 123 Robot on the Field and starting the project. Students can swap roles with their partner between Play Part 1 and Play Part 2, so that both members of the group have a chance to use the computer or tablet.
- Identify at the start of Play how the turn-taking will work, so that students can be prepared for when they will have a turn with the computer or tablet, and when their turn will be over.
Try a new starting position - If students detect the obstacle right away in Play Part 1, have them move the 123 Robot to a new starting location and try again, to experiment with object detection more. Does the Eye Sensor still detect the same obstacle? Does it detect something different? Why do they think that is?

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