Technology 8
VEX IQ Robotics Unit
Summer 2019
Writer
Michelle Biancardo
Supervisor
Robert Soel
BELLMORE-MERRICK
CENTRAL HIGH SCHOOL DISTRICT
BOARD OF EDUCATION
2019-2020
Marion Blane, President
Gina Piskin, Vice President
Edward Corona
John Ferrara
Janet Goller
Nancy Kaplan, Ed.D.
Nina Lanci
Tracey Miller
CENTRAL ADMINISTRATION
John DeTommaso
Superintendent of Schools
Mara Bollettieri, Psy.D.
Deputy Superintendent
Kate Freeman
Michael Harrington
Assistant Superintendents
VEX IQ ROBOTICS UNIT
CURRICULUM
10 WEEK / 25 DAY UNITPART OF THE TECH 8 COURSE
SCHOOL YEAR 2019/20
WRITTEN BY: M.BIANCARDOCODING + TECHNOLOGY
TEACHER
VEX IQ Robotics UnitTechnology 8
Curriculum Writing Summer 2019Grade Level: 8
I. Brief Description:
Students use the VEX Robotics Design System in small teams of 2-3 to compete in fun real-world challenges and learn how to build and code to meet those challenges in a custom and designed process which is unique to each student and team.
Use the VEX Robotics Design System to build a frame and base, interchange wheels, create geared armatures, and engineer wiring. Your team’s bot will have to adapt to compete in user-piloted challenges, as well as autonomous robot challenges that will require programmed instructions created on a PC.
Advanced students will have the opportunity to learn about building complex robotic sensors, advanced robot arms, drive trains, and programming “smarter” robots.
This VEX robotics Unit is designed for beginner to advanced learners in the 8th grade Technology Class. The class curriculum is customizable and tailored to each students level with teammates working collaboratively to solve problems. You will be given fun daily challenges and gain invaluable problem-solving and interpersonal skills.
This robotics engineering and programming unit is ideal for students who enjoy problem solving, working in a collaborative team, making things work, hands-on projects and competing in robotics missions.
This VEX course provides a strong foundation for future study in computer engineering, math, mechanical engineering, and other STEAM subjects.
COURSE CURRICULUM PPT: https://docs.google.com/presentation/d/1TsGDfFd3CvqIzD2xAx2CCEVbR6Sz_8pQIbl4IzRkUPE/edit?usp=sharingBLANK CHALLENGES DOC: https://docs.google.com/document/d/1z4Y3pzV92zUHgF1B08FGQoa3kPIbZf7T1IoEIUZmY84/edit
Teachers: Log-into and create an account with Carnegie Melon + VEX IQ for access to links in lessons
https://www.cs2n.orghttps://www.vexrobotics.com/vexiq
COURSE OUTLINE:
Unit A: It’s Your Future – Learn about STEM, engineering, and robotics. Teacher PPT and Quiz. How to use an engineering notebook. (digital option)
Unit B: Let’s Get Started – Learn about VEX IQ, the Controller, Robot Brain, Sensors and parts of the kit. This Unit covers setting up the VEX IQ robot hardware and firmware, write, compile, and run programs on the physical and virtual Robots.
Unit C: Your First Robot – Build and test basic Drive Base Robot with all sensors
Unit D: Mechanisms – Explore and apply science and math that engineers use. Motors, Gear Ratio, Drivetrains, Object Manipulation & more. Use coding to understand basic movement such as back, front and turns. Introduction to virtual worlds.
Unit E: In the Program Flow I, the student will learn basic programming and how to use conditional statements (If, If-else), looping statements (while), incorporating data such as sensor feedback, and then solving programming Challenges.
* Unit F: Build II and In the Program Flow II, the *advanced student is introduced the claw and arm extension to the basic drivetrain build and tomore rapid decision-making loops that behave as if the robot is “continuously” making decisions. Badges can be created for each level.
Unit G: Smart Machines – Learn how sensors work and the basics of programming.Apply sensor and programming knowledge to Programming Challenges – Build a challenge-ready autonomous robot.Sensors, introduces the Distance, Gyro and Color Sensors. The student will learn how to write Boolean expressions, conditional statements and understand what sensors accomplish tasks.
SCOPE AND SEQUENCE:1 Semester or 10 weeks, 25 +/- class periods2-3 Students per VEX Robot kit
01 days : Unit A: It’s Your future- Unit Intro , History of robotics , How to use an engineering notebook. (digital option)
01 days : Unit B: Getting Started- Lesson + Organization and Introduction to parts03 days: Unit C: Your First Robot- Build Base (drivetrain + base w sensors)
● Gear ratios01 days : Quiz #1 Intro + History of Robotics 06 days: Unit D + E: Mechanisms + Program Flow 1 Code Basic Movements w RobotC
(3) Basic Movements Challenges● Command blocks● Moving forward, backward● Turning
○ Circumference (pi r2)○ Boulder math game ( rotations versus degrees)
00 days : Unit F: Build 2+Program Flow 2Build Claw and Arm, advanced coding
● Advanced groups only, after school help optional01 days : Quiz #2 VEX Key Coding Concepts and related Worksheets and review materials05 days : Unit G: Smart Machines- RobotC Coding all Sensors
● Idea of sensors vs timers● (3) Sensor Challenges: Button, Distance, Gyro and Color
Sensors01 days : Quiz #3: VEX Sensor Review Materials and Worksheets05 days : Sensa-bot Final Challenge
● Pseudo coding: How Do robots think? ( flowcharting)lay out your plan, save iterations!
● Badge submittal + Digital Engineers Notebook01 days: Robotics Unit Final Review + Exam
** Use virtual worlds for the lesson, tests and test final code with actual robot
Unit C: Your First Robot Written by M.Biancardo , Technology Teacher @ Merrick Avenue MS Time Frame: Approximately 3 class periods
Big Idea: The purpose of this unit is to introduce students to a completely documented robot build, following the Clawbot IQ step-by-step instructions. In this unit you will build and test your first VEX IQ Robot. You will follow assembly instructions provided in your kit (or animated assembly instructions)
Topic: Continued discussion about the role of Robotics in society, parts of the VEX kit and the concept of gear ratios while building a basic robot prior to introductory coding lesson about basic movements.
Established Goals: NYS Learning Standards for Math, Science, and Technology
Standard 2: Information SystemsStandard 5: TechnologyStandard 7: Interdisciplinary Problem Solving
NYS Learning Standards for English Language ArtsStandard 1: Language for Information and Understanding Standard 4: Language for Social Interaction
Next generation Science Standards ( NGSS) a. the relationships among technologies and the connections between technology and other fields of
study. Knowledge gained from other fields of study has a direct effect on the development of technology. Analyze proportional relationships and use them to solve real-world and mathematical problems.
b. the engineering design. Design involves a set of steps, which can be performed in different sequences and repeated as needed. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Aim: Option 1: Follow the assembly instructions to complete and test the Standard Drive Base only. This gives you a fully functional drivetrain that can be operated and modified with your own creativity. Also note that this robot base will be the basis for other lessons as well, so your work will be used!
Motivation: Are you ready to build? Your first design entry in your engineer’s notebook using an “ideas” page for think-do-test lesson! https://content.vexrobotics.com/vexiq/curriculum/Unit-A-YFR/C-Idea-Book-Drive.pdf
Misunderstandings: Pay attention at every step that students are building correctly. Students that are ahead can circulate to help others. All students can present theri build at various stages and the teacher can have a whole class discussion about things to look out for during the build. Items such as:
○ Make sure tires are correctly assembled with recessed rims○ Use 200 mm wire as noted on directions and diagram○ Wires plugged into correct ports○ Would be better to plug wires in prior to assembly of drive base. Hard to bend wire and snap in. I did it
but many students could not.○ Check chart for sizing of beams - make sure students use correct size beams for example○ Wrenches are needed to remove pins from motors but be careful not to break plastic pins
■ Video to remove pins: https://youtu.be/pfYsrDT2bss** Warning: shaft needs to intersect or be inserted into the motor or the wheel will not rotate. Parts can also be stripped if they are not connected properly.
Unit C: Your First Robot – CONTINUED….PAGE 2
Student Orientation / Teaching Strategies:● Teacher directed instruction and demonstration- basic build techniques, periodic review of student work● Hands on individual involvement - hands on build of basic drive train● Cooperative learning and sharing - building the robot in teams of 2-3 students● Internet video with question prompts: gear ratio demonstration.
https://www.youtube.com/watch?v=wau5W8Mt7Hw ● Application of Common Core Standards including reading and writing: current events assignment and
notebook entries for Do Now and Exit Questions
Learning Experiences:Procedure: Step by Step format of build. Your First Robot Unit materials for students and read, discuss, review the plans for the unit with students with special emphasis on design process and the “think-do-test loop”.Student Activity: think-do-test activity in ideas notebook, hands on building of robot
● Drivetrain discussion: https://content.vexrobotics.com/vexiq/curriculum/Unit-G/G-Content-Drivetrain.pdfSummary/Wrap-up: review daily experiences in notebook and verbally at the end of class. Difficulties with build, teamwork issuesHomework, Do Now or Exit Question: Complete current events assignment regarding robotics topic. Answer these 2 general questions: example source: http://www.techtoday.us/September-Newsletter.html
1) How can this type of technology help the world?2) Is this type of technology something that you could use in your day-to-day life? Explain your answer
Assessment:● Use the Your First Robot Build Rubric for evaluation. ● Idea Book Pages for each part of your build will be used to help you document your process and test your
finished robot.● History of Robotics Quiz link: https://forms.gle/hTkbPS5Vf4STmKea7 ● Check for Understanding Questions : Gear ratio activity
https://content.vexrobotics.com/vexiq/curriculum/Unit-G/G-Gear-Ratio-Basics.pdf● Parts Quiz: https://quizizz.com/admin/quiz/5b7b1f61e11b85001930d1ca/vex-iq-parts● Parts review / Matching exercise:
https://content.vexrobotics.com/vexiq/curriculum/Unit-B-LGS/Unit-B-Matching.pdf ● Extra Credit: Make a simple build for students with IEP. Extra +2 points for simple build. +10 points for "how to
build" instructional video. See attached example: requires photos and step by step instructions or a "how to "video like coby jutsen made below!
● https://www.youtube.com/watch?v=Wfa0Ns6Rh3sUnit Vocabulary :Design Process, drive train, gears, axle, automated, robotics, wheel base, gear ratio, driving gear
Essential Questions:● What are the advantages and
disadvantages of Robots in the workforce? (Do Now questions can be posted + answered on GC or in NB)
Students will understand...● Role of Robotics in the world today
and career options in the field● Students will learn about and utilize
the design process● Gear ratios
Students will know...● How to follow the build directions to
produce the desired result● Terms for kit parts
Students will be able to...● Build the standard drive base● Students will be able to troubleshoot
and solve problems to improve design
Unit G: Smart Machines: Sensor challengesWritten by M.Biancardo , Technology Teacher @ Merrick Avenue MS Time Frame: Approximately 6 class periodsSmart Machines Mastery Badge
Big Idea: This unit introduces students to Sensors and Programming with VEX IQ. VEX IQ Sensors allow for autonomous and hybrid control of VEX IQ robots and other creations. VEX IQ Sensors connect to a robot or mechanism quickly and are easily programmed to help measure time, position distance, rotation, sense touch, provide feedback, allow for human-to-robot interaction, and much more.
Topic: The purpose of this unit is for students to become familiar with VEX IQ Sensors and their default functionality. A brief introduction to programming with VEX IQ and sensor overview and coding applicationshttps://www.vexrobotics.com/vexiq/education/iq-curriculum/smart-machines/sensor-overview
Established Goals: NYS Learning Standards for Math, Science, and Technology
Standard 2: Information SystemsStandard 5: TechnologyStandard 7: Interdisciplinary Problem Solving
NYS Learning Standards for English Language ArtsStandard 1: Language for Information and Understanding Standard 4: Language for Social Interaction
Next generation Science Standards ( NGSS) a. Troubleshooting is a problem solving method used to identify the cause of a malfunction in a
technological system.b. the engineering design. Design involves a set of steps, which can be performed in different sequences
and repeated as needed. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
c.Aim: In the Program Flow I, the user will learn how to use conditional statements (If, If-else), looping statements (while), incorporating data such as sensor feedback, and then solving programming challenges. Complete individual requirements for badges but complete all requirements and earn the “Smart Machines” Mastery Badge.
Motivation: Robots seperate themselves from simpler machines through their ability to detect and respond to their surroundings. The sensor challenges will put your programming abilities to the test!Misunderstandings / Hints:Use a meter stick or ruler to measure the distances to each line on the board so you know how far you need to move each time! • Try finding the number of centimeters your robot travels in each rotation, and using that to find the number of rotations you need • You can also make a test run, then calculate “how many times as far” you need to move to get to each line, compared to the test run. Metric versus standard measurements or feet / inches.
Essential Questions:● What new products have been developed to
solve problems or to help do things that could not be done without the help of technology?
Students will understand...● The difference between loops and conditional
statements and use each at the appropriate time
Students will know...● How to use sensor feedback to control when
behaviors run● key terminology related to sensors and
programming
Students will be able to...● develop an understanding of the role of
troubleshooting and experimentation in problem solving.
● utilize design process through programming exercises
Unit G: Smart Machines – CONTINUED….PAGE 2
Student Orientation / Teaching Strategies:● Teacher directed instruction and demonstration- basic build techniques, periodic review of student
work● Hands on individual involvement - hands on build of basic drive train● Cooperative learning and sharing - building the robot in teams of 2-3 students● Internet video with question prompts:sensabot solution example
https://www.youtube.com/watch?v=3jYM6MyTYRI• Teach troubleshooting strategies and engineering practices
● Application of Common Core Standards including reading and writing: current events assignment and notebook entries for Do Now and Exit Questions
Learning Experiences:Procedure: Multiple challenges including the final Sensa-bot challenge using sensors to recognize color and react as directed through code language.
http://curriculum.cs2n.org/vexiq/lesson/media_files/VEXIQ_SensabotChallenge.pdfCreate the robot’s starting area with electrical tape that is slightly larger than the robot. • Use tape to mark three (3) inspection points along the robots path. The exact location are not important, but they should not be moved once the board is finalized. • Robot must start inside the starting box and with its arm lowered. • The robot must move and stop at each line, raising and lowering its arm, representing the inspection process. The arm must be directly over each line when the inspection is performed. • The robot must return to its starting box after completing the inspection process at the third line.
Student Activities: coding with sensorsif/else using obstacle sensing + repeated decisions, obstacle detection failuresTurn if block, Looped decisions, Color sensor mini-challenge
Strawberry Sorter Challenge ○ http://cmra.rec.ri.cmu.edu/products/teaching_robotc_vexiq/lesson/media_files/VEXIQ
_StrawberrySorterChallenge.pdf○ Obstacle Detecting Until Black Line Mini-Challenge
Obstacle Orchard Challenge ○ http://cmra.rec.ri.cmu.edu/products/teaching_robotc_vexiq/lesson/media_files/VEXIQ
_ObstacleOrchardChallenge.pdf1. WHAT ARE SENSORS?
a. BUMPER SWITCH, SONAR, TOUCH LED, GYRO ( PORT?), COLOR ( PORT3)b. TOUCH SENSORS
i. http://cs2n.org/u/badges/49/course_content/772ii. Q+Aiii. Move forward to touch: http://cs2n.org/u/badges/49/course_content/736
1. 2 values: on/off or true/false2. 1= pressed 0= not pressed
New commands: setMultipleMotors, stopMultipleMotors, waitUntil Cmd ( command), Blocking commands ( hold the flow until condition is met), Boolean operators ( ==, <, >)
Unit G: Smart Machines – CONTINUED….PAGE 3Student Activities: coding with sensorsUnit /Mastery Badge and Individual Badges
1. Sensabot + Orchard CHALLENGE a. Using color sensor / color detectionb. Virtual challenge
i. http://cs2n.org/u/badges/48/activity/722ii. Try pseudo code iii. Test camera angles
c. Physical test
2. COLOR / DISTANCE SENSORi. Intro video w autonomous cars- forward until color
a. http://cs2n.org/u/badges/49/course_content/762ii. Forward until red activity intro video, “Red Light, Green Light” exercise
a. http://cs2n.org/u/badges/49/course_content/764iii. Distance Sensor Default Functionality Exercise: “Collision Avoidance”iv. Think-do-test Failures: https://www.cs2n.org/u/badges/51/course_content/839
3. LINE TRACKINGa. Myths / Facts of line tracking discussion
i. Background of playing area should be white ( big contrast) w black elec tapeb. Line Tracking Challenge
i. Check understanding: https://www.cs2n.org/u/badges/51/course_content/848ii. http://cs2n.org/u/badges/51/activity/851iii. Quiz line tracking:
https://www.cs2n.org/u/badges/51/quiz_attempts/853/edit?attempt_id=119098&page=1
Summary/Wrap-up: Whole class discussion and review of daily experiences and recorded in notebook at the end of class. Difficulties with code and positive and negative aspects of teamwork. Homework, Do Now or Exit Question: What is the origin of the word robot?Design constraints worksheet https://drive.google.com/file/d/1mLxMLB-kw55sQSXXRyBEiSXNzLc3lmww/viewAssessment:
● Repeated decision Quiz https://www.cs2n.org/u/badges/51/quiz_attempts/845/edit?attempt_id=119097&page=1
● Robotics Coding Quizzes link:https://quizizz.com/admin/quiz/5cc9f92f8eb169001ac658b0 ● Check for Understanding Questions : autonomous tractor video. Used for do now or exit questions
https://docs.google.com/document/d/1soXVR6Zx2C_cunEOALFSPG13FuBYWLn-v0-O6TGBOnI/edit● Extra Credit: Explore technology at work intro and assignment ● https://applieddigitalskills.withgoogle.com/c/middle-and-high-school/en/technology-at-work/technology-at-work/
explore-create-communicate-introduction.htmlhttps://docs.google.com/document/d/1_PyPTENNxTrn8iwjxYDLXmF6zkLbEAsTn3ObG9KSSUE/edit
● Extra credit: hyperdoc activity for problem solving process- edit with our own videos● Matching exercise: https://content.vexrobotics.com/vexiq/curriculum/Unit-I/Unit-I-Matching.pdf● Submittal form:
https://docs.google.com/document/d/1FJnBl8RKV1Hc5raJl3-UGMsj0A_ZAE8_pkHbnI8Wg7M/edit● Problem solving Kahoot: https://create.kahoot.it/share/6615a550-0c02-4f8f-8ae0-ad75561029ad
Unit Vocabulary : sensor, gyroscope,encoder, programming,degrees of turn, LED, ultrasonic sound waves
DAY 1Getting Started Lesson:In this unit you will learn about the VEX IQ kit contents, the VEX IQ Controller, the VEX IQ Robot Brain, and all other important parts. Identify Angle Beam types on poster.
● VEX IQ kit contents, part names and assembly
https://www.vexrobotics.com/vexiq/education/iq-curriculum/lets-get-started/using-vexiq-hardware
● Connect all sensors and update firmware
● Teams of 2-4● Video to remove pins:
https://youtu.be/pfYsrDT2bss
● Physical + Virtual: Writing, downloading and running your first program
https://cs2n.org/u/badges/47/course_content/708
Virtual : Camera views
** Set up docking station with extension cords for charging
DAY 2LESSON PLANS;
Intro to the Unit: Review VEX engineering fields + What is Robotics / Engineering?https://www.vexrobotics.com/vexiq/education/iq-curriculum/its-your-future/what-is-engineering1)History of Robotics PPThttps://drive.google.com/drive/u/0/search?q=robotics2) Future of Robotics PPThttps://drive.google.com/drive/u/0/search?q=robotics
○ Stem , Engineering + Robotics, Careers
○ How are they used today○ Engineer’s notebook ○ Student tech report on robotics
(HW)○ *VEX Idea book handout
https://www.vexrobotics.com/vexiq/education/iq-curriculum/its-your-future/printable-resources2) Introduction to system configuration ( label all)
● Brick “brain” ● All parts / names● sensors and ports
○ Download firmware (teacher)
○ Rename your brain3) Q+A / Check for understanding discussionhttps://www.vexrobotics.com/vexiq/education/iq-curriculum/lets-get-started/printable-resources-unit-b4) Robotics review sheethttps://docs.google.com/document/d/1-esvO0WDEsj07_tsPJOF7ftnxkoFpjoZ5hEu4fzYyos/edit#heading=h.gjdgxs5) Robotics QUIZ
https://docs.google.com/document/d/11VrYdD2gUY_SuPyNSvcrKzcTLmslWXFX/edit
DAY 3-53 DAYS
Code Basic Movements w RobotC ● (3) Basic Movements Challenges● Command blocks● Moving forward, back● Turning
○ Right turns around a box● Program Flow 1:
○ Looped Movements (repeat blocks)
● Coding:http://cs2n.org/u/badges/47/course_content/707
MATHS: How far ● Distance traveled versus time● Time versus power● Speed versus power● Boulder math game
http://cs2n.org/u/badges/58/activity_inline/981
Earn badgePractice calculating distancesOnline challenge
** Prop robot on block so it doesn’t roll off the table Vexiq_educationCM Curriculum: cm vex curriculum
Basic Movement Test:https://docs.google.com/document/d/1Agw92mLGHnqJSRfOK2Fo7OOCFvyQEKL6CI3pwiKSHfc/edit
Version Google form Test: https://forms.gle/TguH4b9SsyTG3DLF7
*Students should make folder on server not desktop so they dont loose work!
DAY 6-127 DAYS
LESSON PLANS;
Build Base Only(drivetrain + base w sensors)
● *First Page of Ideas Book:https://content.vexrobotics.com/vexiq/curriculum/Unit-A-YFR/C-Idea-Book-Drive.pdfBuild: to #19 for basic drive train only https://www.vexrobotics.com/vexiq/education/iq-curriculum/your-first-robot/build-instructionsPost First Build Rubric to Google classroomhttps://content.vexrobotics.com/vexiq/curriculum/Unit-A-YFR/C-Rubric.pdf
Building VEX Drivetrain video: https://youtu.be/uSb-tPGtsl0
Finish Drive Base up to Instruction #19! ( see winner flag in instructions!)All finished drive trains should be checked and compared in classAdvanced students can become “checkers”** Warning: shaft to be inserted into the motor
Drive Train Handout: https://content.vexrobotics.com/vexiq/curriculum/Unit-G/G-Content-Drivetrain.pdf
DC Motors Handout: https://content.vexrobotics.com/vexiq/curriculum/Unit-G/G-Content-Motor
DAY 00 DAY
Build Claw and ArmObject Manipulation Handout: Object-Manipulation-.pdf
** Advanced groups onlyCode with gripper control and arm movement
● Arm Controlhttps://cs2n.org/u/badges/48/course_content/718KEY CONCEPTS: Key-concepts
SPEED , TORQUE + MECHANICAL SYSTEMShttps://youtu.be/eUeGNe4eDAw
GEAR RATIOS● not really 315 degrees
1:5 ratio etc.youtube.com
G.1 - Mechanisms● G.2 - DC Motors● G.3 - Gear Ratio● G.4 - Drivetrains● G.5 - Object Manipulation● G.6 - Lifting Mechanisms● Unit G Printable
ResourcesG.1 - Mechanisms
DAY 131 DAYS
LESSON PLANS;
VEX Key Concepts Worksheets + Basic Movement Quiz
** No WIFI? Lesson : Algorithms w legos
Link google doc and other such as challenges , PPT?
** Great modified lesson for students with learning disabilities.
modified build_static 1
Extra: Check your understanding questions - See DOC handout
google doc arm control check
https://cs2n.org/u/badges/48/course_content/718
QUIZ linkgoogle doc
DAY 14-185 DAYS
VEX Sensor Program Flow 2 Review + Quiz
**See lesson plan for links
DAY 191 DAYS
LESSON PLANS;
WHAT ARE SENSORS?RobotC Coding all Sensors C2SN Vex IQ Program Flow 2https://www.cs2n.org/u/track_progress?id=72
● Idea of sensors vs timers● (3) Sensor Challenges:
○ (2) Obstacle Detection (button, distance, gyro)
○ (1) Follow the Line (color sensor)
Traffic signal challengehttp://cmra.teaching__TrafficSignalChallenge
Repeated decisions-Obstacle detection failures Obstacle Detecting Until Black Line Mini-Challenge
Intro video w autonomous carshttp://cs2n.org/u/badges/49/course_content/762
Forward until red activity intro videohttp://cs2n.org/u/badges/49/course_content/764
DAY 20-234 DAYS
Robotics Final Review + Exam** ADD LINK
Make sure you have done the following:● Completed all
assignments / challenges (just questions. Only upload major challenges to GC as jpg w snipping tool)
● Answered all “ check for understanding “ questions in your notebook
● watched all videos
DAY 24-252 DAYS
LESSON PLANS;
RobotC Advanced Coding ● Final Challenge using
basic movements● How Do robots think?
(flowcharting)● Pseudo coding: write
out the code verbally○ lay out your plan○ Save iterations!!○ What is
Pseudocode?https://www.youtube.com/watch?v=DWagJOWXYgs
Sensabot Moving forward Challenge
● http://cmra.rec.ri.cmu.edu/products/teaching_robotc_vexiq/lesson/media_files/VEXIQ_SensabotChallenge.pdf
● https://cs2n.org/u/badges/48/activity/722
III. StandardsNYSSLS Addressed in the Lesson -or- (NY State MST Standard 6) Math, Science and TechnologyInterconnectednessScience and Engineering Practices National Technology Standards
Vex IQ Unit Standards Connections align with Next generation Science Standards ( NGSS) https://www.nextgenscience.org for Middle School Grades 6-8
https://content.vexrobotics.com/vexiq/curriculum/VEX-IQ-Curriculum-Education-Standards20170620.pdf
1. Unit Activities that address the Standards: Clawbot IQ Build, Following Assembly Instructions, Build Rubric, Idea Book Pages, Coding to meet challenges, following challenge rules and criteria, applying scientific definitions from unit Content , drive trains, gear ratios, lifting mechanisms + other calculations, maintaining an engineering notebook ( digital option) , programming exercises, functionality exercises, troubleshooting, dealing with constraints and reiterations to the design process and final outcome. Competition builds based on creativity.
2. Students will develop an understanding of……a. the characteristics and scope of technology. New products and systems can be developed to
solve problems or to help do things that could not be done without the help of technology. The development of technology is a human activity and is the result of individual and collective needs and the ability to be creative.
b. the relationships among technologies and the connections between technology and other fields of study. Knowledge gained from other fields of study has a direct effect on the development of technology. Analyze proportional relationships and use them to solve real-world and mathematical problems.
c. the role of society in the development and use of technology. Throughout history, new technologies have resulted from the demands, values, and interests of individuals, businesses, industries, and societies.
d. the core concepts of technology. Malfunctions of any part of a system may affect the function and quality of the system. Requirements are the parameters placed on the development of a product or system.
e. the attributes of design. Requirements for a design are made up of criteria and constraints.f. the engineering design. Design involves a set of steps, which can be performed in different
sequences and repeated as needed. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
g. abilities to apply the design process. Apply a design process to solve problems in and beyond the laboratory-classroom. Test and evaluate the design in relation to pre-established requirements, such as criteria and constraints,and refine as needed.
h. the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
i. Invention is a process of turning ideas and imagination into devices and systems. Innovation is the process of modifying an existing product or system to improve it.
ii. Troubleshooting is a problem solving method used to identify the cause of a malfunction in a technological system
Remote Control:Sync robot brain with remote control via tether ( blue cable)
https://www.vexrobotics.com/vexiq/education/iq-curriculum/lets-get-started/using-vexiq-controller-and-brain
● Create remote control challenges for students that have completed all work○ Caution: students prefer to use remote control than
the difficulties of coding so I hold this tool until the end when all coding challenges are completed
● Lessons for students with IEPs
Physical Robot Project Ideas:a. Team projects with class discussions at
various stages of developmenti. Move forward / backwards , (3) distances
(tape on floor)ii. Right turns ( around a box)iii. Obstacle detection ( bumper sensor )iv. Follow a line ( color sensor)v. Color detection (traffic light)
vi. Bump all 4 walls ( bumper sensor)vii. Feelings: Sense an object is close and react ( lights/
recorded sounds, spin in a circle) Using ultrasonic sensor.
viii. Use gripper: deliver/ move objects to set location. Robot butler?
ix. Mini golf game play
ROBOTICS Videos:ALL VEX VIDEOS: youtube.com/playlist vex videos
Hugo - Clip Automatonhttps://youtu.be/7MT2P2rQ77sLost art of Automatons alive againhttps://youtu.be/C7oSFNKIlaMDisneyhttps://youtu.be/JwCefOCbQnIThe Factory Robots Building The Toyota Camry Hybridhttps://youtu.be/82w_r2D1OooMecanum wheelshttps://youtu.be/TXTo16KKm8QNanotech - fabrichttps://youtu.be/BvTkefJHfC0Swarm botshttps://youtu.be/2IAluwgAFD0Robots develop feelings?https://youtu.be/UPBJX1SW7AANext generation robotshttps://youtu.be/rVlhMGQgDkYAsimohttps://youtu.be/IoYQY-C8E1ghttps://youtu.be/QfPkHU_36CsRobotic arm - handicappedhttps://youtu.be/hpujo0MUhBoHS vex roboticshttps://youtu.be/IsqR6iMiQt4https://youtu.be/VqOKzoHJDjAhttps://youtu.be/VqOKzoHJDjA
Future of Humaniod Robotshttps://www.machinedesign.com/motion-control/what-s-future-role-humanoid-robots
Meet the Bots VEX video: https://youtu.be/_9VaV5RO7TQCompetition Video: ( other battle type robots) https://youtu.be/qsJ1JmxGMK8
VEX IQ Robotics UnitTechnology 8 Curriculum
Grade Level: 8 8/26/2019
IV. Summative Assessment for the Sensory unit.
Anticipated format1. Performance-based
a. Mastery Badgei. Sensory Mastery Badge
b. Individual Challenges check sheeti. Obstacle detection Activityii. Orchard Challenge Badge:
2. Pseudo coding in notebook3. Badge submittal 4. Digital Engineers Notebook for notes, Do Now and Exit
questions
5. Formative : a. Check for Understanding activities + discussions
i. Repeated Decisions 1 : Introduction with Autonomous Tractor
1. https://www.cs2n.org/u/badges/51/course_content/837
ii. Repeated Decisions 3 : Obstacle Detection Failures
1. https://www.cs2n.org/u/badges/51/course_content/839
Repeated Decisions 4 : Obstacle Detection
2. https://www.cs2n.org/u/badges/51/course_content/840
Line Tracking 3 : Line Tracking
b. Written Tests + Final exam
i. Sensory Unit Exam: https://www.cs2n.org/u/badges/51/quiz_attempts/855/edit?attempt_id=119100&page=1
ii. Final Exam for all Units
VEX IQ / Let’s make BM Badges!** Need to create our own BM Badges for basic and advanced build etc. Added badges can be created for all challenges.
Sensors 1Coding 1
Coding 2
Basic Movement
Getting Started
It’s your future!
An optional badge system is an indicator or accomplishment and provides motivation, is an accurate indicator or performance, and its value is easily understood by all students / teachers
● Add BM badges for specific challenges (badges below are from CM)● Designing a digital badge with challenge plan: student extra credit● Artifacts: an uploaded picture or file of code, an
image of a page from their engineers notebook or how they solved a math problem or the challenge.
● Teacher sign-off on accomplishments● Unit Tests + Final Exam
** Robotics Club applications and regional competitions
RC challenge
Other challenges
Other Math Problems
ROBOTC Graphical CodingVEX IQ: Intro
Technology 8
M.Biancardo
Classwork• Teams• ROBOTC Graphical • RVW ( Virtual Worlds)• Grading Badge System • Google Classroom
Forms/ Code submission/ Quizzes/ Chapter reviews
• Basic Movement• FORWARD• BACKWARD• ARM CONTROL• TURNING
VEX IQDrive Base to the Clawbot IQ w/ (7) sensors
VEX IQ: 7 Sensors• (2) Bumper Switches
• Collision detections
• Sonar (Distance)• Collision avoidance
• (2) Touch LED’s• User input and feedback
•Gyro• Robot orientation, turning
•Color• Detects color, tracks line
VEX IQ: Battery•Docking station for battery charge•Battery
• Rechargeable NiMH 7.2V• Battery level indicators on Brain
VEX IQ: VEX IQ Clawbot•Default Motors
• Port 1: Left Drive Motor (leftMotor)• Port 6: Right Drive Motor (rightMotor)• Port 10: Arm Motor (armMotor)• Port 11: Claw/Gripper Motor (clawMotor)
•Default Sensors• Port 2: Touch LED• Port 3: Color Sensor• Port 4: Gyro Sensor• Port 7: Distance Sensor• Port 8: Bumper Switch
Software
ROBOTC: Graphical vs. Text
•Graphical• Drag and drop programming, similar to
Scratch• Graphical can be converted to Text
•Text• Standard text programming• Industry experience• Text cannot be converted to Graphical
ROBOTC: Programming Virtual Robot
Inside ROBOTC..
1. Robot > Platform Type > VEX IQ
2. Robot > Compiler Target > Virtual Worlds
3. Window > Select Virtual World to Use > Challenge Pack for VEX IQ
4. Click Compile and Download to start RVW
ROBOTC: Motors and Sensors (Virtual)
•Motors and Sensors Setup•Compiler Target dictates
what robot shows up Configuration• Select Clawbot IQ with
Sensors• Shows all ports devices
are using
ROBOTC: Robot Virtual Worlds
•Robot Virtual Worlds• Virtual robots programmed with ROBOTC• Multiple environments, achievements, and activities
ROBOTC: Running Program in RVW
• Left Side Buttons• Play – Runs Program• Reset – Restarts Challenge• Home – Menu
•Right Side Buttons• Camera Angles• Measurement Toolkit
ROBOTC: Measurement Toolkit
• In-game Measurements• Reduce “guess-and-check”
programming
•Waypoints• Creating waypoints to get
values (i.e. distance and angle)
•More Information (video)• http://www.robotvirtualworl
ds.com/rvwtools/measurementToolkit.php
VEX IQ : Grading
ROBOTC: Breakdown: Activities: All on Google classroom• Complete activities / fill out Form to earn
Achievement Badges• Check for Understanding Questions after each
chapter• Note taking in Notebook for Q2 Check• Different team configurations per Unit
Upload• Upload picture of code ( take screenshot with
snipping tool) to GC as proof of Main Challenge completion
Quizzes• Test your understanding by completing quizzes +
Exam after each Unit
Recap: CLASS ACTIVITIES
• Sensabot Challenge
•Orchard Challenge
•Activities in Basic Movement Badge
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