1.

3 Distance and Rotations

Standards
I. Standard Three: Engineering Design and Development - Students will demonstrate knowledge
of and apply the engineering design process to develop solutions to problems. Engineering
design and development includes but is not limited to research and development, invention and
innovation, problem solving, and using and maintaining technological products and systems.
II.

Stage 1 Desired Results

Big Idea(s): Mathematics can reliable predict an outcome more effectively than trial and
error.

Essential Question(s):
1. What are different methods to solve problems?
2. Why is it important to make informed decision when problem solving?
3. Why is it important to use mathematics to predict the outcome?

Student Objective(s):
1. Students will be able to calculate the rotations needed to get the Vex IQ to
move a given distance.
2. Students will be able to utilize different methods for turning a motor in order to
complete a variety of task.

Stage 2 Assessment Evidence

Performance Task(s):

Students will:
calculate the rotation of wheels to go a specified distance.
complete "Basic Movement: 2. Moving Forward Challenge."
complete Basic Movement: 2. Moving Forward (4) How to Avoid Claw Motor
Getting Stuck.
Other Evidence:
Completion of 1.3 SR Lesson 3: Calculate Distance and Rotations

Stage 3 Learning Plan

Total Time: 2-3 50 minute class periods
Engagement:
 1. Students will watch a video on "Basic Movement: 2. Moving Forward Link #1"
(0:00 to 0:44) (Link:
http://www.education.rec.ri.cmu.edu/previews/robot_c_products/teaching_rc_vex
2. Teacher will ask the students, Where are autonomous robots used to perform a
task? Answers may include: manufacturing (assembly line or automated
painting), Transportation (rail or taxi), shipping (consumables-amazon) and
package delivery (UPS or Postal Service)
3. Teacher will ask the students, What knowledge is needed to create successful
program for an autonomous robot? The teacher will guide the students
discussion. He or she will look for skills including: problem solving skills,
mathematics to calculate, how to build the robots to move affectively, etc.
Exploration:
1. The teacher will appropriately pair students to work on a Vex IQ robot
2. The teacher will give each pair of students 1.3 SR Lesson 3: Calculate
Distance and Rotations Consider including an ANSWER document for
teachers.
3. The student groups will complete the top portion of the worksheet. Once
completed, the teacher will review diameter, radius and circumference
4. The teach will circulate the classroom to monitor student progress.
5. The teacher will ask the students to define Pi (). (Resource Link:
https://www.tynker.com/blog/articles/ideas-and-tips/programming-projects-for-
kids/a-fun-project-for-pi-day/)
6. The teacher will get a wheel from a Vex IQ and measure the diameter of the
wheel (6.4 cm) on the overhead
7. The teacher will ask the students:
What is the circumference of the wheel? (Answer: 20.1 cm)
Why do you think circumference is important when moving the Vex IQ?
If the wheel rotates one time, how far will the Vex IQ travel?
(Answer:20.1cm)The teacher will guide the students to create a formula for
determining rotations needed to travel a given distance. The formula will be
noted on the 1.3 SR Lesson 3: Calculate Distance and Rotations worksheet.
1. Rotations = Distance/circumference
8. The teacher will review the software program Graphical ROBOTC for VEX
Robotics 4.X(Resource: 1.3 TR Calculating Distance_Steps to
Programming) Consider including an ANSWER document for teachers.
9. The teacher will review classroom expectations for using the Vex IQs (i.e.
location, reporting broken parts, charging, etc.)
10. The pair of students will get the Vex IQ (without the remote) and complete 1.3
SR Lesson 3: Calculate Distance and Rotations
11. Teacher will identify students that are having difficult and provide small group
instruction.
12. Teacher will collect 1.3 SR Lesson 3: Calculate Distance and Rotations
and do an formative evaluation of student achievement
13. The teacher will describe how degrees can be used to move the motors.
Students will complete Basic Movement: 2. Moving Forward (4). Students will
move the claw up and down.
 14. The teacher will describe how time can be used to move the motors. Students
will complete Basic Movement: 2. Moving Forward (4) How to Avoid Claw
Motor Getting Stuck.
15. Students be assess on their ability to move the robot a given distance,
determine degrees needed to rotate a motor and applying the time sensor to
the robot. This will be done by completing the challenge (Resource for the
challenge:
http://www.education.rec.ri.cmu.edu/products/teaching_robotc_vexiq/lesson/m
edia_files/VEXIQ_SensabotChallenge.pdf)

Explanation:
The teacher will discuss the importance of determining rotations for a wheel by using
an automobile as an example.
1. Some trucks or Jeeps are lifted to make them suitable for off-roading. If the
vehicles wheels are changed to a bigger size the odometer/ speedometer will
not work properly. Why?
2. Odometer: If the small wheel rotations 1,000 times to go a quarter of a mile the
big will may only need 800 rotations to go a quarter mile. Would the Jeep go
farther or short then expected? (Answer: farther because if when it travel 1,000
rotations the odometer will read a quarter of a mile, but it would have travel
farther because the wheel circumference is larger
3. Speedometer: the speed will read a slower speed because for each rotation
the larger wheel will travel a greater distance.

Extension:
1. The student will use rotations to determine how to get the Vex IQ to turn
(Students will complete: Basic Movement: 3. Turning from
http://www.education.rec.ri.cmu.edu/previews/robot_c_products/teaching_rc_v
ex_iq/)
2. The teacher will setup the Vex cubes at various distances from the start line.
The Vex IQ has to be programmed to move forward, grab the box, lift the box
up, and return back to the start line. This activity is similar to the challenge;
however, students will utilize the claw.
Evaluation:
1. 1.3 SR Lesson 3: Calculate Distance and Rotations worksheet
2. Basic Movement: 2. Moving Forward (C)
(http://www.education.rec.ri.cmu.edu/previews/robot_c_products/teaching_rc_v
ex_iq/)
3. 1.3 SR Calculating Distance Check
4. Exit Ticket
Apply what you have learned!
Tommy wants to roll down the hill in his new sumo wrestling suit. The hill is 325 meters from
the top to the bottom. Tommy is a thrill seeker and likes to push himself to the limits;
however, if he rolls too many times he will throw up and ruin his new sumo suit. Before
rolling down the hill he wants to calculate the amounts of rotations that will be made while in
the suit. He measured the circumference of the soma suit at 2.3 meters. Tommy will throw up
if he spins more than 135 times. Will Tommy throw up? Use the space provided to and
support your answer!