VEXGO Steering Super Car Instruction Manual

VEXGO Steering Super Car

VEX GO – Physical Science
Lab 4 – Steering Super Car
Teacher Portal

Goals and Standards

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, theteacher-facing content of the STEM Labs provides all of the resources, materials, and information needed tobe able to plan, teach, and assess with VEX GO. The Lab Image Slideshows are the student-facing companionto 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

Students will apply
How two forces on the Steering Super Car, from two motors, allows it toturn.

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 twomotors.
How to use unbalanced forces to make the Super Car move.

Objective(s)

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

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

Assessment

1. Students will describe their predictions of movement (in drawing or word format), test it, and then record theirobservations in the 9 test trials.
2. Facilitate using the switches to create balanced and unbalanced forces that will cause the car to turn.
3. Students will anticipate and practice turning with dual motors to succeed in the Driver Test Course. Combinedgroups 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 eff ects of balanced and unbalancedforces 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 bothmotors in their Steering Super Car will move. Investigating the nine permutations allow the students to explore howthe balanced and unbalanced forces of the motors aff ect 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 patterncan be used to predict future motion.
How Standard is Achieved : Based on the testing of motor movement from Play Part 1, students will use theirobservations 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, studentswill use this data to steer their car through a Driver Test Course in Play Part 2. They will analyze the permutations tobetter understand how they aff ect the car’s movement, and apply their analysis to steer their car in the intendedway.

Additional Standards

International Society for Technical Education (ISTE)
ISTE – (7) Global Collaborator – 7c : Students contribute constructively to project teams, assuming various roles andresponsibilities to work eff ectively toward a common goal.
How Standard is Achieved : Students will be working in small groups throughout the Lab to construct and test theirSteering Super Car. Students will choose within their groups who will be the Builder and who will be the Journalistduring the Engage section, each role having its own set of duties and responsibilities to be met.

Summary

Materials Needed

The following is a list of all the materials that are needed to complete the VEX GO Lab. These materials include studentfacing materials as well as teacher facilitation materials. It is recommended that you assign two students to each VEX GOKit.

In some Labs, links to teaching resources in a slideshow format have been included. These slides can help provide contextand inspiration for your students. Teachers will be guided in how to implement the slides with suggestions throughoutthe lab. All slides are editable, and can be projected for students or used as a teacher resource. To edit the Google Slides,make a copy into your personal Drive and edit as needed.

Other editable documents have been included to assist in implementing the Labs in a small group format. Print theworksheets as is or copy and edit those documents to suit the needs of your classroom. Example Data Collection sheetsetups have been included for certain experiments as well as the original blank copy. While they off er suggestions forsetup, these documents are all editable to best suit your classroom and the needs of your students.

Pre-built Motorized Super Car (optional)| For teacher demonstration during Engage.| 1 for teacher demonstration
Lab 4 Image Slideshow| For teacher and student reference.| 1 for teacher facilitation
Steering Super Car Build Instructions
*Requires 2 VEX GO Kits| For students to build the Steering Super Car.| 1 per group
Robotics Roles & Routines| Editable Google Doc for organizing group work and best practices for using the VEX GO Kit.| 1 per group
Data Collection Sheet or Example Lab 4 Data Collection Sheet| Editable Google Doc for organizing group work and best practices for using the VEX GO Kit.| 1 per group
Pencils| For students to record data, document design ideas and fill out the Robotics Roles & Routines worksheets.| 1 per student
Timer| To time test drives on the test course.| 1 per class
Materials for a Drivers Test Course (tape, flags, boxes, or other classroom objects)| To test steering through use of the motor permutations. Must be built prior to the beginning of the Lab.| 1 test course per class.

Engage

Begin the lab by engaging with the students.

VEX GO – Physical Science – Lab 4 – Steering Super Car

Ask students to stand up and link arms with one person. Have each group turn to the right and askthem to think about how they moved. Did both of you move? Why or why not? If both of you moved,which direction did your feet move? Have the students try again and pay attention to how theynavigated to move to the right or left.

Leading Question
Can your Motorized Super Car turn? If not, what do you think needs to change to allow it to turn?

Build
Steering Super Car
Groups will build the Motorized Super Car (if they have not already), then combine their MotorizedSuper Car with another group to create a Steering Super Car.

• This build requires 2 VEX GO Kits.

Play

Allow students to explore the concepts introduced.

Part 1
Groups will pair up to combine their Motorized Super Cars together. Groups will observe 9 permutations of how bothmotors will move (forward, off , reverse for each motor). Students will predict the movement (in drawing or word format),test it, and then draw their observations.

Mid-Play Break
Discuss unbalanced forces in the context of the combined car and highlight the main aspects of how the cars turntogether. An unbalanced force results in the car moving. Students should begin to recognize patterns.

Part 2
Groups will use their observations from part 1 to compete to see which car can navigate a Driver Test course the fastest.Groups will have to navigate through the course using turning movement.

Share

Allow students to discuss and display their learning.

Discussion Prompts

1. How did you have to work with another group to make your car turn?
2. What patterns did you notice with the movement of the cars?
3. What would be an instance when the forces on the car were balanced?

Engage

Launch the Engage Section

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

1. Engage students and connect to their experiences.
2. Give students a second opportunity to observehow they move together with their partner to turn.
3. Show the students the Driver Test Course.
4. Push an object slightly from the back, such as abook on a desk or a chair on the fl oor.
5. Model pushing an object with two forces in orderto turn it.
6. Show the students that their kit only has onemotor.| 1. Ask students to stand up and link arms with oneperson. Have each group turn to the right and askthem to think about how they moved. Did both ofyou move? Why or why not? If both of you moved,which direction did your feet move?
2. Have the students try again and pay attention tohow they navigated to move to the right or left.
3. Based on what you see, can your one MotorizedSuper Car navigate the course?
4. Note that when pushed with one force, the objectonly moves in one direction. What would we needin order to turn?
5. Why do we need more than one force to turn?Where does this force come from on our cars?
6. Our kits only have one motor, thus, we mustpartner with another group to combine our cars.

Getting the Students Ready to Build

In order to navigate the Driver Test Course, we need another motor on our cars. You will pair up with another group inorder to combine your cars into one larger car to pass the course!

Facilitate the Build

Instruct

1. Instruct students that they are going to pair up with another group to join their Motorized Super Carstogether to build a Steering Super Car.

Steering Super Car Build

• Ensure each group has their own Motorized Super Car built before combining with another group.
• If students do not already have a pre-built Motorized Super Car, have each group build one fi rst(before combining groups.)
  This will add approximately 10 minutes to the Lab.

2. Distribute

Distribute build instructions and a Robotics Roles & Routines sheet to each group. Use the SuggestedRole Responsibilities slide in the Lab Image Slideshow as a guide for students to complete this sheet.
Let students know that they will be attaching their Motorized Super Cars together to make the SteeringSuper Car.

Two Motorized Super Cars Together

3. Facilitate

Facilitate the building process.

• Pair up groups. Let students know that they will need very few additional pieces to complete thebuild. They should keep their Kits separate so as not mix pieces between Kits.
• Have Group A use their Kit for the additional pieces needed. Have Group B share their Switch andBattery only , and leave the rest of their Kit in a separate area. This will help with materialsmanagement.
• Have students use the Robotics Roles & Routines sheet to assign Roles to help students share theresponsibilities. Encourage students to evenly distribute the central and support roles betweengroups.

4. Offer

Off er suggestions and note positive team-building and problem-solving strategies as teams buildtogether.

Teacher Troubleshooting

• If students are having trouble with the pins, off er the Pin Tool as support.
• When connecting the Switch to the Motor , ensure all cables are inserted properly and fully seated.
• Ensure all Batteries are charged before starting the build.

Facilitation Strategies

• Have a Plan for Combining Groups – In some cases, it can be helpful to think ahead and have a plan for whichgroups will work together before the Lab begins. Then, when instructing students to combine groups, theteacher can assign groups to be partners quickly, to minimize student debate or distraction.
• Build the Driver Test course – Before class, ensure that the course is built and ready for students. If studentsfi nish building their Steering Super Car early, have them help build the course. Ensure the course is built on a fl atsurface, otherwise, the car may not turn as expected.

Play

Part 1 – Step by Step

1. Instruct
Instruct groups that they will be driving forward and turning their Steering Super Car with the Switches.They will experiment with diff erent combinations using the Switches to steer their car.

GO Steering Super Car

2. Model

Model for the students how to predict the motion of the car, then test and record observations using theData Collection Sheet.

Walk through predicting, testing then recording observation using the fi rst two rows of the DataCollection Sheet.

• First, make a prediction and draw or write that prediction in the fi rst row of the worksheet.
• Then, demonstrate testing the fi rst combination: Left Motor- Off , and Right Motor -Forward.
• Document student observations on the sheet.
• Ask students if the prediction was correct.
• Repeat for the second row.

After completing the fi rst two rows, have students work with their groups to test the various motorcombinations and complete the Data Collection Sheet.

3. Facilitate

Facilitate groups sharing responsibilities and discussions about their observations.

• Builders: Manipulate the motor(s). One builder from each group will control one motor – thus twostudents should be working together to allow the car to move as a whole.
• Journalists: Document the predictions and observations.
• Begin discussions with students about what they are observing as you circle the room. Encourageall students within the groups to share and express their ideas. Praise students using propervocabulary terms.

Discuss observations

4. Remind

Remind groups that trial and error are a part of learning, their predictions may not be accurate at fi rst,but if they look for patterns, their predictions will likely improve as they complete more tests.

• Ask students if they are noticing any patterns as they move through the diff erent combinations ofthe left and right motor.
• How can they apply their understanding of these patterns to better predict the motion of theSteering Super Car?

5. Ask

Ask questions that to foster a growth mindset with students. Help students appreciate that there is muchto learn when the Steering Super Car doesn’t move as expected.

• The car did not move as expected? Great! What happened? What can you do diff erently nexttime?

Mid-Play Break & Group Discussion

As soon as every group has completed the Data Collection Sheet , come together for a brief conversation.

• Why did you have to work with another group to make your car turn?
• Did you recognize any patterns? Did this help you to make better predictions on how the cars would movetogether?

Part 2 – Step by Step

1. Instruct

Instruct students to gather at a certain area of the room where a Driver Test course is set up. There canbe more than one course if space allows. Present the students the challenge of who can navigate throughthe course the fastest, while still maintaining control.

Note: If the surface is not completely fl at, the tires may not have traction and will not move. If studentsare struggling to get their car to move, check the surface.

An example of what the course could look like

2. Model

Model how to navigate the course by using turning movements.

3. Facilitate

Facilitate as each group is navigating the course. Ensure students are working together properly.

4. Remind

Remind groups that they are to be working in their assigned roles as described in the Robotics Roles &Routines worksheet:

• Builders : navigate the course using the combined car.
• Journalists : take turns timing the car through the course.

5. Ask

Ask students to strategize how they can navigate the course faster by planning a strategy with theirpartner before starting. Engage students in a discussion by asking them how they had to strategize andwork with a partner to get the car to move correctly by having a strong understanding of how thecombined car moves.

Share

Show Your Learning Discussion Prompts Observing

What patterns did you notice about how the pair of cars move?
How can the car turn?
How do you know when the forces on the car are unbalanced?

Predicting
How did recognizing patterns of the car’s movement aff ect your predictions?
What do you think driving the car would be like if it had more than two motors?

Collaborating
What worked well in your team?
What would you change for next time?
Why was it important to strategize with your partner when moving the car?

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