To Do, or Not To Do Preview

Students are asked to program their robot to act on conditionals and create a User Interface (UI).

Apply building directions in a multistep procedure to assemble the VEX IQ Clawbot to complete a specific task.
Identify the benefits of using conditional programming structures within a project.
Identify how [If then] and [If then else] blocks affect program flow.
Identify types of User Interfaces (UIs).
Explain the Boolean condition of each branch of the [If then else] block.
Apply pseudocode to the design of their project to sort out an algorithm for programming the interface.
Apply conditional programming to create a solution to the challenge of letting users control the Clawbot with a three-button interface (up arrow, down arrow, and check) in order to pick up items from a table.

Ensure all required parts for the build are available prior to starting this STEM Lab.
Make sure that there is ample space in the classroom to measure out and tape the layout for the User Interface Challenge.
Make sure that your robot is configured properly. If your robot is configured differently, you can make adjustments in the Robot Config view of VEXcode IQ.
If multiple students will be downloading their saved project to the same robot, have the students add their initials to the name of the saved project (For example, "Forward and Backward_MW"). This way students can find and make adjustments to their projects and not others.
An engineering notebook can be as simple as lined paper within a folder or binder. The notebook shown is a more sophisticated example that is available through VEX Robotics.
Students can share their pseudocode with the teacher for feedback prior to creating the project for feedback.
The approximate pacing of each section of the Stem Lab is as follows: Seek- 65 minutes, Play- 45 minutes, Apply- 15 minutes, Rethink- 65 minutes, Know- 5 minutes.

Many physical (button-driven) User Interfaces (UIs) have been replaced by Graphical User Interfaces (GUIs). Have students investigate commonly used devices (keypads, phones, calculators, computers) that have transitioned from button-driven UIs to icon-driven GUIs. What are the benefits/costs?

Standards for Technological Literacy (STL)

9.H Modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions (Rethink)
11.I Make a product or system and document the solution (Rethink)

Next Generation Science Standards (NGSS)

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering (decomposition of project - Rethink)

Computer Science Teachers Association (CSTA)

1B-AP-10 Create programs that include sequences, events, loops, and conditionals (Play and Rethink)
2-AP-10 Use flowcharts and/or pseudocode to address complex problems as algorithms (Rethink)
2-AP-12 Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals (Rethink)
2-AP-19 Document programs in order to make them easier to follow, test, and debug (Rethink)
3A-AP-13: Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests.
3A-AP-16: Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions.
3A-AP-17: Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects.
3A-AP-22: Design and develop computational artifacts working in team roles using collaborative tools.

Common Core State Standards (CCSS)

1B-AP-10 Create programs that include sequences, events, loops, and conditionals (Play and Rethink)
2-AP-10 Use flowcharts and/or pseudocode to address complex problems as algorithms (Rethink)
2-AP-12 Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals (Rethink)
2-AP-19 Document programs in order to make them easier to follow, test, and debug (Rethink)
3A-AP-13: Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests.
3A-AP-16: Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions.
3A-AP-17: Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects.
3A-AP-22: Design and develop computational artifacts working in team roles using collaborative tools.

Texas Essential Knowledge and Skills (TEKS)

126.40.c.5.A Develop algorithms to control a robot, including applying instructions, collecting sensor data, and performing simple tasks.
126.40.c.5.C Create algorithms that provide interaction with a robot.
126.40.c.5.G Apply decision-making strategies when developing solutions.
126.40.c.3.G Document a final design and solution.
126.40.c.3.H Present a final design, testing results, and solution.

Australian Standards

< Back Return to Labs Next >